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COURSE OF STUDY 



FOR THE 



fflGH SCHOOLS OF OREGON 



1919-1921 



DEPARTMENT OF EDUCATION 





Glass L 7 b IM3 

Book X)7A4', 

ISIS 



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STATE MANUAL 

OF THE 

COURSES OF STUDY 



FOR THE 



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HIGH SCHOOLS OF OREGON ''^'^'7 



Issued by the 

STATE EDUCATIONAL DEPARTMENT 

J. A. CHURCHILL 

Superintendent of Public Instruction 



1919-1921 




Salem, Oregon : 

State Printing Department 

1919 






4- 

r 



^,°i 



DEPARTMENT OF EDUCATION 
STATE OF OREGON 



J. A. CHURCHILL 

Superintendent of Public Instruction 

E. F. CARLETON 

Assistant State Superintendent 



SEP 29 |9t9 



<^ 



ACKNOWLEDGMENT 

In the preparation of this manual, we wish to acknowledge indebtedness 
to the following: Edwin T. Reed, Oregon Agricultural College; Dr. A. P. 
McKinlay, Lincoln High School, Portland; Miss Edna Sterling, Salem 
High School, for the preparation of the course in English; Henry M. 
DuBois, La Grande High School, for the courses in science; Miss Irene 
Mate Campbell, Jefferson High School, Portland, for the course in Latin; 
Miss Jessie Cox, Salem High School, for the course in history; Frank H. 
Shepherd, Oregon Agricultural College, for the course in manual 
training; Miss Bertha Davis, Oregon Agricultural College, for the 
courses in home economics, and Dr. Timothy Cloran, University of 
Oregon, for courses in Spanish and French. 



COURSE OF STUDY FOR HIGH SCHOOLS 



To the Teachers 

a. In the preparation of the high school courses, consideration has 
been given for the different aptitudes of pupils and for the different 
preparations which a high school must give to fit all of its pupils for 
larger spheres of usefulness. 

b. Much freedom in the choice of electives should be given with the 
hope that a pupil will not be forced to take a subject in which he is not 
interested and for which he has no aptitude; but he should not be 
permitted to select subjects here and there, purely for the purpose of 
securing credits for graduation. Competent high school teachers will 
wisely direct his work, and through the cooperation of the parents, the 
pupil and his teachers, he will pursue a course that will give him not 
only a symmetrical mental development, but will prepare him for some 
particular work, when he has completed his high school course. A pupil 
may change his course whenever the high school principal grants the 
permission, upon the written request of the pupil's parent or guardian. 

c. A pupil who elects the English and mathematics course will take 
English and algebra the first year and elect two more studies from all 
of the others in the first year of the various courses. Should he elect 
the course in English and languages, he will take English and Latin, 
and any two of the studies of the other courses given in the first year. 

d. Fifteen full credits are required for the completion of a course. 
Pupils should, however, if possible, complete the full course of four 
subjects each year, thereby earning sixteen credits. 

e. While the courses are planned for four years' work, a pupil with 
good preparation for the work, and strong, both mentally and physically, 
may complete a course in three years by taking five subjects, the maximum 
number each year. No standard high school will permit a pupil to carry 
more than five subjects, and the teacher should permit none to undertake 
five, unless the pupil be one of more than average ability. In the best 
high schools of the state, not more than five per cent of the pupils complete 
a standard four-year course in three years. 

f. A pupil may earn but three credits in the English and industrial 
course, when majoring in any other than that course. 

g. A pupil may earn from one to three credits for graduation, in 
either vocal or instrumental music, where the instruction is given by a 
teacher not connected with the school; provided, that the teacher holds 
a certificate granted by the superintendent of public instruction upon the 
recommendation of a committee of music teachers appointed by him, 
authorizing a high school principal to give credit to her pupils for music 
outside of school; provided, that the teacher must certify in writing that 
the pupil has spent at least eighty minutes in practice or instruction 
each day and has made the progress in music required under the course 
of study for this work as prepared by the committee on recommendation 
for music teachers. 

h. All subjects requiring no preparation on the part of the pupil, 
before coming to the class, such as stenography, typewriting, etc., shall 
be given two of the regular recitation periods. 



COURSE OF STUDY FOR HIGH SCHOOLS 



i. A high school should offer such subjects only as its facilities and 
teaching force will admit. For a high school of less than sixteen pupils 
in attendance, when but one teacher is employed, no electives should be 
offered. In a high school having less than thirty pupils in attendance, 
where but two teachers are employed, very few electives should be offered. 
For all such schools, see the suggested course for small high schools on 
page 8. 

j. On entering high school, pupils should be given full information 
as to the entrance requirements of colleges and universities, that those 
who desire to enter college after their high school graduation may shape 
their high school course accordingly. 

k. During the past year this department continued the standardization 
of the high schools of the state. The response with which our require- 
ments for standardization have been met by school boards, has been 
most gratifying. Thousands of dollars worth of apparatus have been 
purchased, and thousands of reference books have been placed in the 
libraries of the rural and village high schools. It becomes the duty of 
every high school teacher to show her appreciation, by so using the added 
equipment, that every pupil will receive the fullest benefit from it. 

1. Each pupil is required to study English throughout his high school 
course. Should he remain in the high school four years he will be 
required to study English each year, and should he pass each year in 
English, he will have four units of the required fifteen in English. No 
pupil will be graduated who has less than three units of the required 
fifteen in English, nor will any pupil be graduated who has not earned 
one unit in American history and civics. 



COURSE OF STUDY FOR HIGH SCHOOLS 



OUTLINE OF COURSES OF STUDY FOR 



MAJORS 


FIRST YEAR 


SECOND TEAR 


English 

and 

Mathematics 


English 
Algebra 


English 
Algebra 


English 
Algebra 


English 
Geometry . 


English 

and 

Languages 


English 

Latin 

Spanish or 

French 


English 

Latin 

Spanish or 

French 


English 

Latin 

Spanish or 

French 


Englisli 

Latin 

Spanish or 

French 


English 

and 
History 


English 

Ancient 
History 


English 

Ancient 
History 


English 

Medieval 
History 


English 

Medieval 
History 


English 

and 
Science 

I 


English 

General 
Science 


English 

General 
Science 


English 

Physiology 
or Biology 


English 

Botany or 
Biology 


English 

and 
Industry 


English 

and one of 

the following : 

Sewing, 

Cooking, 

Agriculture, 

Shop Work, 

Mechanical 
Drawing, 

Freehand 
Drawing, 

Typewriting, 

Shorthand, 

Music 


English 

and one of 

the following : 

Sewing, 

Cooking, 

Agriculture, 

Shop Work, 

Mechanical 
Drawing, 

Freehand 
Drawing, 

Typewriting, 

Shorthand, 

Music 


English 

and one of 

the following : 

Sewing, 

Cooking, 

Agriculture, 

Shop Work, 

Mechanical 
Drawing, 

Freehand 
Drawing, 

Typewriting, 

Shorthand, 

Music 


English 

and one of 

the following : 

Sewing, 

Cooking, 

Agriculture, 

Shop ^Vork, 

Mechanical 
Drawing, 

Freehand 
Drawing, 

Typewriting, 

Shorthand, 

Music 



COURSE OF STUDY FOR HIGH SCHOOLS 



THE HIGH SCHOOLS OF OREGON 



THIRD TEAB 


FOURTH TEAR 


Ehiglish 
Geometry 


English 
Geometry 


Higher Algebra 

American History 
and Civics 


Higher Algebra 

American History 
and Civics 


English 

Latin 

Spanish or 

French 


English 

Latin 

Spanish or 

French 


English 

American History 
and Civics 

Latin 

Spanish or 

French 


English 

American History 
and Civics 

Latin 

Spanish or 

French 


English 
English History 


English 
English History 


English 

American History 
and Civics 


English 

American History 
and Civics 


English 
Physics 


t 
English 

Physics 


English 

American History 
and Civics 

Chemistry 


English 

American History 
and Civics 

Chemistry 


English 

and one of 

the following : 

Sewing, 

Cooking, 

Agriculture, 

Shop Work, 

Mechanical 
Drawing, 

Freehand 
Drawing, 

Elementary 

Teachers' 

Training 

Course, 

Typewriting, 

Shorthand, 

Bookkeeping, 

Music 


English 

and one of 

the following : 

Sewing, 

Cooking, 

Agriculture, 

Shop Work, 

Mechanical 
Drawing, 

Freehand 
Drawing, 

Elementary 

Teachers' 

Training 

Course, 

Typewriting, 

Shorthand, 

Bookkeeping, 

Music 


English 

and one of 

the following : 

Sewing, 

Cooking, 

Agriculture, 

Shop Work, 

Mechanical 
Drawing, 

Freehand 
Drawing, 

Elementary 

Teachers' 

Training 

Course, 

Typewriting, 

Shorthand, 

Bookkeeping, 

Teachers' 
Training, 

Music 


English 

and one of 

the following : 

Sewing, 

Cooking, 

Agriculture, 

Shop Work, 

Mechanical 
Drawing, 

Freehand 
Drawing, 

Elementary 

Teachers' 

Training 

Course, 

Typewriting, 

Shorthand, 

Bookkeeping, 

Teachers' 
Training, 

Music 



COURSE OF STUDY FOR HIGH SCHOOLS 



SUGGESTED COURSE FOR SMALL HIGH SCHOOLS 



FIRST YEAR 


SECOND YEAR 


THIRD YEAR 


FOURTH YEAR 


English 


English 


English 


English 


Algebra 


Algebra and 


Geometry 


Elementary 




Geometry 




Teachers' 


General Science 




Physics 


Training 




Physiology 




Course 


Ancient History 


and Botany 
Medieval History 


English History 


Bookkeeping- 
American History 
and Civics 



The suggested course for small high schools is such a one as may be 
offered by a standard high school having an average daily attendance 
of less than sixteen pupils. In such a school, one teacher may do all 
the work, being permitted, however, to teach not more than ten classes 
each day. The following plan for grouping and alternating is suggested : 

The four years of English may be offered through three classes, by' 
combining and alternating the third and fourth years. 

Three years of mathematics may be taught through two classes in 
algebra and one in geometry the first half of the year, and through one 
class in algebra and two in geometry the second half of the year. 

The elementary teachers' training course as outlined in a separate 
bulletin on the course of study for teachers' training, may be offered 
through one class. 

Three years of science and one of bookkeeping may be offered through 
two classes, the first year alternating with the second, and the third 
with the fourth. Under such a grouping, two courses only in science 
and bookeeping are offered each year; but on the completion of his 
course, a pupil has had three years of science and one of bookkeeping. 

The four years of history may be offered through one class in history 
each year. The first year, all pupils may take American history and 
civics, the second year, English history, the third year. Medieval history, 
and the fourth year, Ancient history. There is little articulation in the 
subject of 'history, and the chief objection to the plan is, that the minds 
of first-year pupils are not so mature as those of the fourth year, and 
that they can not, therefore, make the same kind of preparation for the 
recitation. A large gain, however, comes to such a school by offering 
a maximum number of subjects through a minimum number of classes. 
For small high schools, v/ith two teachers, a modification of this plan 
is recommended, wherever it is necessary to reduce the number of 
classes to the teacher, to the maximum of eight. 



COURSE OF STUDY FOR HIGH SCHOOLS 



Course of Study in English 



INTRODUCTION 

General Directions and Suggestions to Teachers 

I. Organization of Courses. There are eight terms of one-half year 
each. When necessary, small classes may be combined so that English 5 
and 6 and English 7 and 8 may be given in the same grade. 

II. Organization of Work. The English course is essentially one in 
composition. If the teacher can not do both composition and literature 
he must omit the latter. The classics for reading are to be utilized 
according to the interests of the teacher and the exigencies of the class 
work. The relative proportion of composition and classics varies with 
the term. 

A. English 1 and 2. Composition, paragraph, grammar sentences, 
spelling, punctuation, four days a week; classics, one day. There should 
be a weekly theme, paragraph or narrative. 

B. English 3 and 4. Composition, three days a week; classics, two. 
About half the writing should be single paragraphs. The rest should be 
compositions of several paragraphs. There should be two longer themes, 
averaging one thousand words. 

C. English 5 and 6. Composition three days, classics two days a 
week. More than one-half of the writing should be in connected para- 
graphs, chiefly exposition, showing organization. At least three of the 
regular themes should average 1,000 words. 

D. English 7 and 8. Composition, two days; classics, three days a 
week. The long compositions should average fifteen hundred words. 

III. Supplementary Reading. From the "suggestions for further 
reading" lists there should be chosen each term enough material roughly 
to be equivalent to one long and one short novel each term. Works not 
on the list are not excluded. In many cases the teacher will need to 
prelude the assignment by a little class work to start interest. The 
supplementary reading should be under way early in the term. A good 
way to conduct it is to require a portion . of the book to be read over 
week ends with a ten minutes' test on Mondays covering the reading. 
Definite instructions should be given as to preparation for these tests. 

IV. Textbooks. See to it that students never appear in class without 
the books needed for the day's lesson. Nothing can demoralize a class 
so quickly as to have students present without books. 

V. Method of Writing. Many of the imperfections in students' form 
is due not to ignorance but to mere carelessness. In view of this fact, 
strict care should be given to the way students prepare their written 
matter. Careless pencil drafts, full of misspelled words and abbreviations 
and absolutely devoid of punctuation, are, to a large measure, responsible 
for the mistakes that persist in the finished form. There is continually 
the excuse, "But I mean (or meant) to copy!" Such a plea should never 
be accepted. Students should be forced, insofar as their knowledge 



10 COURSE OF STUDY FOR HIGH SCHOOLS 

warrants, to do their writing accurately and correctly the first time. 
Insistence on the use of ink will do much to eliminate careless work. 
If pencil drafts are allowed, margin, paragraphing, punctuation and 
correct usage should be required. Supervision of writing will greatly 
increase its effectiveness. 

VI. Assignment. Teachers are urged to keep accurate record of their 
daily assignments, not only as a guide for them but as an example to 
the pupils and as a source of help for students who may need to make 
up work. The teacher should keep for this purpose an assignment book, 
which in form should be a model for the students' assignment record. 

Students also should be required to keep an assignment book, a small 
notebook being preferable for the purpose. All assignments should be 
very carefully and definitely made, either placed on the board or given 
as a drill in oral dictation. If the latter method is used, great care 
should be taken to see that words are spelled correctly. Sentence form, 
punctuation, and spelling should be rigidly insisted upon and students' 
assignments should from time to time be inspected. Such a system will 
serve not only as a most practical drill in composing, but will serve to 
show the students the purpose and plan of the work, 

LITERATURE 

The purpose of the course in literature is to show students how to 
study the various master types of literature ; to teach them those methods 
of interpretation that, when understood and applied, make intelligent 
reading pleasurable reading. The aim is not to teach mechanical prin- 
ciples and devices but to give drill and build up habit in those phases of 
technique which will serve as enlightening guide posts. The teacher 
should continually inspire the pupil to read intelligently, pleasurably, 
widely. 

The choice of classics for study and reading is designed: First, to 
provide material that will make a direct and live appeal to the students' 
interests; second, to present those literary monuments which are a per- 
manent and therefore necessary, background to any cultural development. 

The syllabus is based on certain general principles. Among these 
are the following: A course in literature for high school students should 
aim at quality rather than quantity; both as to subject matter read and 
the manner of reading it; and should consider the student's actual and 
potential power of appreciation, his present interests, and his future 
development. There is grave danger of expecting high school students to 
read as rapidly, as understandingly, and as appreciatively as men and 
women in middle life. There is also grave danger of making the course 
injudiciously balanced, giving equal attention to classic and the modern 
type of literature, to poetry and prose. As a matter of fact, a certain 
lack of balance is judicious; for example, more poetry than prose, 
particularly fiction, in a course; because there is no need to stress that 
which the students are likely to read without a teacher. Fiction almost 
every child is bound to read, yet he needs to re&d even some fiction with 
the teacher in order to arrive at an appreciation of good fiction. Poetry, 
good or bad, he is not so likely to read. It is important, therefore, that 
the teacher present poetry in the most alluring manner possible, and 



COURSE OF STUDY FOR HIGH SCHOOLS 11 

present it often. It is equally important to present the more difficult 
and permanent pieces of literature, the classics, in preference to the easy 
and modern selections, which the pupil is more likely to read anyway. 

A course of study, then, should contain both prose and poetry, with 
as many types of each as examples suitable for high school pupils will 
permit. The selections, for the most part, should be those having a hig-h 
degree of literary merit so that they may set a standard of taste. They 
should carry the right ethical and social message so as to contribute to 
the building of character. They should give sufficient latitude of 
choice, in any term, to make it unnecessary for a teacher to attempt to 
interest pupils in a classic in which he himself has no interest. They 
might well include something in periodical literature. They should be 
arranged for the four years according to some central idea; that is, 
there should be such a constructive plan back of the assignments that 
the students, at the conclusion of the course, shall have appropriated a 
certain portion of the field of literature. Finally, a course for the state 
should be so flexible that teachers, in conference with the state super- 
intendent of public instruction, may modify that course to suit local 
conditions. 

Both in American and English literature, students should be assigned 
special readings from the writers whose chief works are not read in 
class. Such work may be reported to the class orally from an outline, 
thus serving the double purpose of training in literature and composition. 

Memorizing, both in poetry and prose, should be emphasized through- 
out the four years of English training. The emotional and spiritual 
message of a noble selection of verse or prose can never be so vividly 
appreciated as in the process of memorizing that selection for oral 
presentation to others, especially if the process itself is oral. Such 
memorizing not only adds new and dynamic words to the student's 
vocabulary and gives him fresh cadences for phrase — and sentence- 
making — ^but it also gives him standards of judgment with which to 
measure the merits of other poetry and prose. 

ASSIGNMENT 

Great care should be given to the initial presentation of any piece 
of literature. The pupil's final judgment is apt to be determined by the 
teacher's introduction of the subject. The teacher can take the pupil 
with him as in an aeroplane and give a bird's-eye view of the whole, or 
he can suggest points of vital interest that will arouse curiosity or 
stimulate feeling. He must not tell all; but he must tell enough to 
awaken a desire for more. Definite connections should be made between 
the piece and such elements of life as are known to the student. "Ques- 
tions pointing the attention to character, truthfulness to life (prob- 
ability) , ethical significance, artistic preparations and contracts, 
esthetic and emotional reactions, are very desirable and make for 
pleasure in the reading because they reveal sources of power." 

INTERPRETATION 

To enjoy a piece of literature a student must understand it. . Hence 
interpretation by the teacher is often necessary. Paraphrasing may 



12 COURSE OF STUDY FOR HIGH SCHOOLS 

even be resorted to, so long as the attention is definitely fixed on the 
object of understanding the composition. Following are some of the 
devices the teacher may suggest to the student as help in interpretation — 
some needed for one piece of work, some for another: 

Transpose words, phrases, or clauses ; determine grammatical construc- 
tion; fix antecedents of pronouns; supply ellipses; watch quotation 
marks; substitute a synonym for a word that is not clear; use prose 
diction for poetic diction; substitute concrete expressions for abstract or 
vice versa; explain figures, comparisons, and suggestiveness. (See Long 
for suggestiveness. Consult Clippinger on figures.) 

STUDYING A CLASSIC 

More definite outlines for the study of specific types are given, but 
there are certain fixed principles discernible in any literature. The 
pupil should be trained to know these constant elements and to look for 
them. The inductive method of developing such principles is most 
desirable. Let the pupil discover them. The following list is merely 
suggestive of what may be a beginning for the teacher: 

I. The theme, the problem, the underlying truth. 

II. The method of developing or presenting the theme. 

III. The ethical content, both personal and world ethics. 

IV. The character element, real or ideal, true to life or improbable. 

V. Wholesomeness : 

A. In thought that it prompts through its philosophy and 

sentiment. 

B. In ideals that it presents. 

C. In emotions that it arouses. 

VI. The artistic presentation : 

A. The inherent beauty. 

B. The exterior beauty — style. 

VII. The fundamental purpose of the author. 

TECHNICAL ELEMENTS OF STYLE 

Beauty of form is an inalienable attribute of all great art. Organ- 
ization, form — in architecture, in sculpture, painting, music, and liter- 
ature — is an essential element of permanence. It is a charactertistic 
of all the classics. The Parthenon, the Venus de Milo, the Sistene 
Madonna, Beethoven's Fifth Symphony, and Milton's Lycidas are but 
single instances, in different arts, of the power of form to defy the 
ravages of time. Shakespeare, by the use of superior form, excellence of 
technique, redeemed from oblivion a dozen worn-out plays. Practically 
the only songs of Browning and Whitman that make a universal appeal 
today are the ones that are conspicuous for regularity of form — essen- 
tially a contradiction of their own theory of free verse. 

In calling attention to the beauty of form or technique in a composi- 
tion, the significant thing is first to give an appreciation of the effect 
secured, and to show how dependent is the beauty or elevation of the 



COURSE OF STUDY FOR HIGH SCHOOLS 13 

passage upon the workmanship. If this principle is followed there is 
little danger of teaching technique for its own sake — a fatal error, since 
excellence of workmanship is but a means to an end, fuller and finer 
presentation of the thought. 

The inductive, rather than the deductive, method of teaching the 
value of technique is the one that most surely leads the student to asso- 
ciate technical qualities, such as figures of speech, with the thought and 
feeling of literature. Hence the teacher will not, in studying figures of 
speech, simply turn to a convenient list of the names and definitions of 
figures and then proceed to multiply instances of these by referring 
to the selection in hand. Rather, in studying a piece of elevated prose 
or effective poetry, take the following steps : 

I. Refer to certain passages of particular beauty, or nobility, and 
awaken a genuine feeling for the force of that beauty and nobility by 
giving a literal paraphase of the subject matter, devoid of the connota- 
tion carried in the text. 

II. Discover and explain the means of that effectiveness, e. g. : 

A. That it is an instance of expressed resemblance between two 
objects essentially unlike, called a simile, or 

B. That it is an instance of implied resemblance between two objects 
essentially unlike, called a metaphor. (Thus with other figures of 
technical qualities of style.) (See Stevenson's Essay "On Some 
Technical Elements of Style.") 

POETRY 

Steps in Interpretation 

I. The most effective form of presentation is oral reading. If the 
poem be short the teacher should read it in entirety; if long, a general 
discussion should be given with oral reading of certain salient units. 

II. The teacher should then organize the assignments for the poem 
so that each day's work is a part of an organized plan which the pupil 
can see. Purpose should be given to each task assigned. The order of 
work should be: 

A. Interpretation of content, which should include careful and 

thoughtful pondering of the idea. Analysis should be used, 
not as an end, but as a means to understanding. 

B. Appreciation of form, which should compass beauty of expres- 

sion through movement, and imagery with an understanding 
of rhythm and figures of speech. 

C. Memorization of best units, which in lyrics and shorter poems 

should mean entire poem; in Idnger poems those units that 
are most worthy. As soon as pupils can be taught dis- 
crimination they should be allowed to determine what 
passages they commit. 

Outline for Studying 

It is better to give a general outline to which the pupil can make 
frequent reference than to give a detailed and too suggestive outline for 
each poem. Even in the use of a general outline, however, great care 



14 COURSE OF STUDY FOR HIGH SCHOOLS 

should be taken to see that the work does not become stereotyped. It is 
desirable that interpretative work should vary with the material in hand, 
but it is also highly necessary that the plan of work be fixed. Train 
pupils in method so that when once an assignment is made, they know 
exactly how to proceed. 

Content — 

I. What is the central idea? Are there sub-thoughts of importance? 

II. Is the central idea of universal appeal, or merely of temporary 

interest? 

III. What is the characteristic mood of the poem? 

A. Is it intellectual ot emotional in its appeal? 

B. Is it a transitory mood or a deep-seated emotion? 

IV. What is the nature of the philosophy of life expressed? 

A. Is it optimistic or pessimistic? 

B. Is it constructive or destructive? 

1. Does it apply to world progress? 

2. Does it apply to personal development; i. e., is the doctrine one 

of philanthropy or individualism? 

V. Is the thought didactic or artistic in content? 

Form — 

I. What striking characteristics do you find in style? 

A. In choice of words? 

B. In choice of figures? 

1. Kind of figures? 

2. Use of figures? 

a. For beauty? 

b. For strength? 

c. For clearness? 

d. For mere interest in figure? 

II. Is the style appropriate to the idea? 

A. In figures that are fitting? 

B. In meter (or movement) that is suggestive? 

III. Is the style a reflection of the author's personality? 

A. In source and kind of figure? 

B. In reflection of other poets? 

C. In the subjective or objective attitude? 

D. In sincerity or artificiality? 
IV., Is the style a product of the times? 

Types op Poetry 
J. Narrative. 

A. Kinds. . ' 

1. Epic. 

2. Metrical tale. 

3. Metrical romance. 

4. Ballad. 

B. Characteristics. 
1. General. 

a. Objective as opposed to the subjective quality of lyric poetry. 

b. Verse and phraseology. 



COURSE OF STUDY FOR HIGH SCHOOLS 15 

2. Special. 

a. Plot. 

1. Kind of action — real, legendary, possible, probable, 
supernatural? 

2. How presented — climax, especially scenes of dramatic 
intensity? 

b. Setting. 

1. Kind — Real, imaginary, historic? 

2. How presented — ^^ Action, conversation, descriptions? 

c. Characters. 

1. Kind — real, ideal, individual, type, supernatural (in 
epic.) ? 

2. How presented — Action, conversation, descriptions? 
II. Lyric. 

A. Kinds. 

1. Song — simple emotion. 

2. Sonnet — A single condensed unified thought or emotion. Only 
main thought is presented, with general idea, in first quatrain, 
particular in second quatrain, and application in sestet. Always 
fourteen lines. 

3. Ode — "Any strain of enthusiastic and exalted lyrical verse, 
directed to a fixed purpose and dealing progressively with one 
dignified theme." 

B. Characteristics. 

1. Subjective. 

2. Emotional. 

3. Universally human. 

4. Strong in imagery and suggestion. 

5. Harmony in content and form. 

THE DRAMA 

The aim in studying the drama, as in the other types, should be 
pleasurable but intelligent reading. The teacher should make the play 
inviting and attractive by presenting strongly the dramatic interest, by 
first acquainting the students with the characters, by pronounciation and' 
frequent repetition of the dramatis personae, by discussing with them 
before they begin reading certain points of interest, by telling the story 
if the class is too inexperienced to read through rapidly for the story. 
We see a play at a sitting. Ideally the first reading should be accom- 
plished at a sitting. But this is impossible for the lower grades; hence 
it is necessary for the teacher to build for the pupil the composite 
picture that is to serve as a background for his more intensive study. 
The teacher should not present points of fine criticism to the high school 
student. The interest should center in life as it is reflected in characters 
and situations of dramatic intensity. 

The drama in the fifth term should be developed chronologically from 
the miracle and mystery plays to the morality, through Shakespeare, 
giving attention to the comedy and tragedy, to the masque, Comus, and 
finally to the more modern forms, modern comedy, fantasy, problem play. 
The emphasis, of course, should be placed on Shakespeare. 

The drama presents individuals at war with self or with external 
conditions. In the comedy, harmony is restored; in the tragedy, the 



16 COURSE OF STUDY FOR HIGH SCHOOLS 

characters are overcome by the opposing force. The comedy as a rule 
presents characters of lesser rank in greater number than the tragedy, 
and the fortunes are of lesser concern, that is, matters of individual 
rather than national consequence; whereas the tragedy presents people 
of power facing mighty catastrophes by which they are overwhelmed. 
Tragedy lies not in death, but in a losing struggle, which is usually 
symbolized by death. 

Outline for Studying Drama 

I. Content. 

A. The theme or problem. 

B. Development in — 

1. Character. 

a. Kinds — human, worthwhile types, or real. (Study motives, 
gage character by their dominant impulses and motives.) 

b; Presented — through his own actions and conversation or 
through the medium of other characters. (We see the 
heroine in Lear almost entirely through the eyes of the 
other characters.) 

2. Setting — scenes and stage devices; peculiarities of time and 
people; peculiarities of dialogue. 

3. Action. 

a. Introduction — characters are presented and situations 
develop; foundation of plot is given in the exciting force or 
"moment of first impulse." 

b. The Rising Action — the complications of plot increase, 
motives and forces are revealed and the real struggle begins. 

c. The Climax — the action is at its height just preceding the 
turn or reversal. The climax is often the point of highest 
interest and greatest dramatic intensity, the pivot from 
which comes either the happy solution, comedy, or destruc- 
tion, tragedy. 

d. The Falling Action — the action unravels the plot and reaps 
the results of previous motives and deeds. 

e. The Solution or Denouement — equilibrium is restored "by 
the adjustment of the individuals to laws (comedy) or by 
the destruction of the individual (tragedy)." The char- 
acters, the situations, the action should prepare for the 
denouement. "We hold those plays to be the finest and most 
enduring in which we are made to feel that nothing has 
happened by accident or because the author himself inter- 
vened at the critical moment, and in which every action of 
every character is what it is because it could not be other- 
wise; if the conditions are what they have been presented." 
(Matthews.) 

II. Form. 

Indirect attention should be given to the form, prologue, epilogue, 
five-act type, three-act type interlude, and such dramatic devices as, 
motivation or foreshadowing, contrasts and foils in character, scene, 
mood, surprise, suspense, tragic, irony, and Nemesis. 

(Note: Drama pronounced drama or drama.) 



COURSE OF STUDY FOR HIGH SCHOOLS 17 

THE NOVEL 
Outline for Studying Novel 

I. Theme — The "problem" — or statement of abstract truth. 

A. Is the story told to enforce some truth? 

B. Does the idea grow naturally out of the narrative? 

C. Is the moral made too evident? 

D. Do you agree with the author's views? 

II. Development through. 

A. Plot — "The word plot means, as its etymology implies, a weaving 

together. Or, still more simply, we understand by plot that which 
happens to the characters — the various ways in which the forces 
represented by the different personages of the story are made to 
harmonize or clash through external action." (Bliss Perry, "A 
Study of Prose Fiction.") 

1. Is there but one line of action, or a main plot with one or 
more sub-plots? 

2. Is the order natural, chronological sequence, or is it inverted for 
dramatic effect? 

3. Are the incidents from real life, invented but probable, barely 
possible, or impossible? 

4. What incident forms the climax? Is it strong? How is the 
solution made? Is it accident or a natural result of action? 

B. Characters. 

1. Are they types or individuals? 

2. Are there few or many? Do they represent different strata 
of society? 

3. Are they presented as natural, idealized, caricatured, or 
conventional? 

4. Are you made acquainted with them by what they do and say, 
by what others say about them, or by what the author says 
about them? 

5. Are the characters more interesting than the plot? Are they 
puppets for the plot or is the plot an outgrowth of the 
characters? 

C. Setting. 

1. Is the setting definite or .'ague, real or imagined? 

2. Is the setting used definitely to further the plot and develop 
the characters or merely as incidental and supplementary 
material? Does the book contain purposeless description? 

3. Are the descriptions real or imagined? Natural or idealized? 
Are they vivid or vague? 

(See Hitchcock, Composition and Rhetoric, p. 513.) 
The essay, like lyric poetry, is an expression of the author's personal 
attitude. Its chief characteristics are simplicity, directness and infor- 
mality. Reading for pleasure should be especially stressed in the study 
of the essay. As in the drama, the first reading should be rapid for the 
gaining of the author's mood, purpose, and general idea. The second 
reading should be more careful for mastering the idea. The next step 
in the study should include a study from the art standpoint to determine 
the author or method and his revelation of himself. 

(For method of studying the essay see chapter XLV, Hitchcock's 
Composition and Rhetoric.) 



18 COURSE OF STUDY FOR HIGH SCHOOLS 



A LIST OF BOOKS FOR THE TEACHER OF LITERATURE 

What Literature Can Do for Me Alphonso C Smith 

Tile Enjoyment of Poetry Max Eastman 

Greatness in Literature Trent 

Counsel Upon Reading Boolis /..//. """"""/"/"//.Van Dyke 

Boolis, Culture and Character .' "......." Lamed 

Typical Forms of English Literature "/.".."-— ".."./...Upham 

Introduction to Poetry Alden 

A Study of Prose Fiction Bliss Perry 

A Study of the Drama Braiider Mathews 

Stories of Authors Chubb 

Yesterdays with Authors /...////!!!/!/ Field 

Fifty English Poems "///"/"/"/"." /".Hox 

Great Poems Interpreted //"Barb'e 

Shakespeare — 

Shakespearian Tragedy Bradley 

Ten Shakespeare Plays ////////////////..Brooks 

Introduction to Shakespeare -./../.!..!!..Carson 

Tennyson — 

The Meaning of the Idylls Pallen 

Tennyson, His Art and Relation to Modern Life /....Stafford Brooks 

Thru England with Tennyson Huckel 

The Reading of Tennyson ."...... .—/....../phelps 

COMPOSITION 

Scope. The composition phase of English training in this course con- 
sists of (1) The writing of themes, (2) Paragraph work, (3) Sentence 
work. 

Time Allotment. Composition is assigned three-fifths of the time 
devoted to English, the study of literature occupying two-fifths of the 
time. The proportion of time devoted to sentence study, paragraph study, 
and theme writing will depend upon the technical proficiency of the 
students. Reasonable command of the sentence and paragraph is indis- 
pensable to theme writing. Get this first. Because part of the class lags 
in mastering the sentence and the paragraph, do not penalize the coin- 
petent student by insisting that he repeat the drill that others need while 
he does not. Give him the opportunity to make the most of his technical 
resources by frequent writing. 

Aim,. The aim of composition training in high school is to give the 
student an adequate command of English in expressing individual thought 
and emotion, either through speech or writing. 

Good composition training ought to stimulate the student to think — 
to manifest some positive personal reaction to the events going on around 
him; it ought to increase his power of organization — his ability to collect, 
arrange, and adapt material to some definite human purpose; and it 
ought to develop his regard for excellence of workmanship — obedience to 
the principles of style, discrimination in sentence structure, choice of 
words, and the mechanics of punctuation and spelling. The great achieve- 
ment is to get the student to do these things habitually. When his 
language habits keep pace with his mental and emotional development, 
he is well trained in composition. The primary purpose of the composi- 
tion work, then, should be to get the student so thoroughly alert that he 
can write and speak freely. The next, to correct his immediate fault.s, 
and to do it in such a way as to put into h'is grasp the means of 
self-help that will prove permanent tools in building sentences, para- 
graphs, and whole compositions. 



COURSE OF STUDY FOR HIGH SCHOOLS 19 

Aimless composition should never be tolerated in English training. 
Hence the importance of the assignment. It should be clear and adequate, 
presented long enough in advance to permit the student to meet it fully, 
and capable of concrete review or evaluation. Oral themes especially 
should be assigned with a demand for an outline of subject matter as 
well as plan. This course of study calls for oral composition as a stage 
in the development of written themes; it does not provide for a separate 
treatment of oral composition or of public speaking. Experience indicates 
too many perils in the way of loose and superficial habits in English 
where oral composition is not supervised by experts, to recommend it for 
general use in high school. 

This course has been organized with a view to relating the life of 
the student in school to the interests and responsibilities of the com- 
munity. To this end, project the inquiry of students to local institutions 
and industries for theme subjects, and make much of the organized 
community interests of the school. Example, Clippinger, 62-64. 

In the outlines covering the first three terms suggestions are given 
for using selections from literature as theme models or as material for 
stimulating thought on parallel topics in the experience of the student. 
The teacher may continue these suggestions through the later terms, if 
the work succeeds in arousing more vigorous and creative work on the 
part of the student. Avoid themes based directly on the literature. While 
such themes may be valuable as a study of that literature, they do not 
meet the requirements of the weekly theme. These themes are designed 
to enlist individual thought and experience. They are transcripts from 
the life of the student, and as such are a just example of his language 
habits and resources. 

THE ASSIGNMENT 

Make assignments early enough to insure adequate preparation, but 
immediate enough to be a present obligation. 

All assignments should be clear and definite. 

In making the theme assignment it is generally best to assign a class 
topic under which students may make individual choices. Occasional 
assignments, however, should require the students to select their own 
topics; otherwise, they become too dependent upon the teacher. Every 
theme should have at least one very definite purpose, which may consist 
of a requirement in thought, or type, or paragraph or sentence structure, 
or mechanics. The teacher may present or suggest models; or by well- 
planned, leading questions, he may arouse class discussion which will 
illuminate the assignment and prevent difficulties in the written work. 
The wise teacher anticipates errors, and warns and guards against them. 

Theme Cycle. The following order is suggested as a general guide in 
handling composition: (1) Clear presentation of the problem to be 
worked out; (2) any needed directions for gathering and arranging 
material; (3) oral discussion of the topic before the class writes; (4) the 
writing of the composition; (5) reading aloud before the class; (6) 
teacher's and classmates' criticism in class; teacher's further criticism in 
personal conference and on margin of theme; (7) student's revision. 

Topics for Composition. Topics for themes abound v/ithin the scope 
of the students' dominant interests. All students are interested in their 



20 COURSE OF STUDY FOR HIGH SCHOOLS 

individual life careers and in the community life about them, especially 
their school activities in athletics, clubs, classes, and society, and even 
their studies. On such topics assignments may be made to the whole class. 
As an example of detailed correlation between the classics studied and 
the students' experience, the following may be suggestive: In reading 
Evangeline the class comes upon the description of the tranquil evening- 
scene in the Arcadian farmyard. Taking the topic A Farmyard Scene 
as the general assignment, the teacher may read to the class, or have 
students read, parallel descriptions in literature. For instance, from 
The Legend of Sleepy Hollow, the Van Tassel barnyard, typical of Dutch 
abundance; from The Stout Gentleman, the English barnyard on a rainy 
day; from The House of Seven Gables, the description of the Pyncheon 
hens; and from George Eliot's novels realistic descriptions of English 
farmyards. Each student, catching his cue from some of the readings, 
recalls the scene most vividly held in mind, and giving it a distinctive 
motive recounts an original experience or fancy. Students should be 
encouraged in expressing their personal reactions. At the same time 
they should be trained to distinguish between the merely trivial or 
sensational and the really interesting personal experience. 

SUBDIVISIONS OF COMPOSITION 

Work in grammar, sentence construction, punctuation, spelling, vocab- 
ulary, pronunciation, and enunciation is all to be made subordinate and 
strictly contributory to the pupil's written or oral composition. The 
teacher is warned not to do drill work in grammar, or sentence construc- 
tion, or any phase of "mechanics" unless she faces about and throughout 
the term makes the springs discovered in those tributaries feed the com- 
position flow of the pupil. This is possible only with persistent attention 
to the application, many times, of the matters studied in theory and drill 
exercises. It is from the needs of the pupils, as found through their 
compositions, that the teacher has cause and justification in the eyes 
of the pupils to do such drilling; and she should make the return in 
application to subsequent themes, by way of reading of themes in class, 
of comments pointing out good and bad points, of laboratory work, and 
of marginal directions on written themes. Furthermore, merely making 
such suggestions once or twice will not suffice; repeated suggestions 
accompanied by practice are necessary to establish habits and to effect 
style. For these reasons, foundation work in such divisions as sentence 
structure, paragraphing, usage, and, indeed, all the principal mechanics 
should come as early as possible in the term so as to allow plenty of time 
for application. Anything that can not be applied should not be given 
in theory or isolated drill exercises. 

RELATION BETWEEN COMPOSITION AND GRAMMAR 

No isolated grammar is advised, but persistent recurrence to usable 
grammar is held necessary. The teacher is .warned against teaching 
grammar by the page and in lump lots. Repeated analyses (1) to 
determine the primary units of the sentence, and (2) to lead from those 
units to the modifying units, is essential to a conscious cultivation of 



COUESE OF STUDY FOR HIGH SCHOOLS 21 

the sentence-sense which, in turn, is necessary before the pupil, who has 
not the innate sense, can consciously form the habit (1) of writing 
unified sentences (avoiding fragment and run-on errors) ; (2) of avoiding 
monotonous predication; (3) of gaining variety through easy choice of 
clause, phrase, or word for subordination; (4) of gaining flexibility and 
grace through the use of parallel and periodic structure. He who has 
not the language sense, natively, and has to gain its mastery consciously 
must feel and recognize quickly grammatical units. The teacher is 
charged to find, in the compositions, her excuse for work in grammar 
and so to inform the members of the class by reference to their own 
work. This study may mean a going to the grammar text for review 
of some certain unit. Only a minimum of "picking out" certain construc- 
tions from the sentence of the text is allowable. Supplying blanks, 
choosing the correct form from a list of several, correction of sentences 
taken direct from the themes, and original sentences to illustrate such 
or such construction are recommended, as drills for the clarifying of the 
principle instead of much picking out from stock sentences. The circuit 
should be from the themes or oral speech to the grammar and back to 
the themes. 

HOW TO GATHER AND ARRANGE MATERIAL 

Teach the pupils, from the first term through the course, the use of 
the card (or loose slip of paper) system in getting material and 
arranging it. It is much better than the one-sheet-of-paper method of 
listing points and rearranging them. Teach the pupils to write on one 
card or slip only one point — abstract or detailed, general or illustrative — 
in whatsoever order that point comes to hand, whether through thinking 
and meditation, or conversation, or reading, or observing, or experiment- 
ing. When this gathering period comes to an end, show how these cards 
are easily arranged, often admitting of more than one arrangement for 
the sake of comparison of relative merits and subsequent choice. A 
certain few main divisions almost invariably suggest themselves from 
the nature of the details on the cards. These main points, which form 
the backbone of the outline, are the very things that are most difficult 
for the child to get when he tries to, make his outline according to the 
other method. By this card system, also, are more easily discovered 
points that are overlapping or irrelevant or not desirable for the imme- 
diate purpose. With the card method, these points are easily discarded 
without disturbing the other arrangements. Teach the pupil to ask 
himself these questions as he arranges his facts in groups according to 
their thought relations: (1) What few are of supreme importance? 
(2) What ones are subordinate? (3) What ones are irrelevant, insig- 
nificant, repetitive? By this process, he arranges first in large groups; 
then he rearranges the parts of each group in sequence — and an outline 
results with only one writing of its various points and without scratchings- 
out and scratchings-in. 

READING THEMES IN CLASS 

Make a practice of giving one class hour to each set of average length 
themes in order to have pupils read their compositions to their classmates. 



22 COURSE OF STUDY FOR HIGH SCHOOLS 

This gives them more direct urge to do their best than merely the 
teacher's reading does. The class reading may come on the day the 
themes are first brought in. This time has the advantage: (1) of 
catching the pupil at the point of his greatest enthusiasm; (2) of giving 
the opportunity for voluntary revision to the pupils who are not called 
on to read theirs aloud and who see weaknesses of their own through 
the criticisms made on others' work; (3) of saving the teacher the time 
of writing all comments on the theme. But the more logical time to 
have themes read is after the teacher has at least read the set all 
through and chosen those of most concern, positively and negatively, 
to the class. This time is taken with as great advantage by the good 
teacher as the first. If she makes suggestions for revision on the theme, 
the pupil should follow out these directions as far as possible before 
he reads. This time for reading has the advantage of giving the child 
the opportunity to perfect his work as does the author, in the light of 
a friend's criticism, before he gives it out publicly. The wise teacher 
will vary the time of reading accordingly to other conditions of work, 
time, and the nature of the given set of themes. 

TEACHER'S CRITICISM 

The teacher should not make the corrections herself, unless on a 
point which the pupil can not be held to know and which the teacher 
hopes he will absorb. Her criticism should be constructive, first; adverse, 
second. The amount of criticism on any given paper should depend upon 
the nature of the errors found thereon, but in any event it should be 
well balanced between the thought and expression. The work of the 
four years must needs be cumulative. Habit forming is too slow, eight 
semesters are too few, and the teacher's time for reading is too precious 
to justify any teacher in administering criticism on only one type of 
mechanical corrections. This does not mean that the paper is to be 
overloaded with criticism; but it does mean that something more than 
punctuation can be handled in a term and that criticism can be and 
should be well balanced between thought and form. 

CORRECTION OF WRITTEN COMPOSITION 

(a) Compositions should be returned to the pupils for inspection and, 
if deemed advisable, for rewriting as soon as possible after the writing. 
The teacher who has a sense of good management can plan composition 
work and her personal engagements so as to bring the compositions in 
at a time when she can look them over while they are fresh. All this 
depends on looking ahead and planning accordingly. 

(b) The return of compositions should almost always be accompanied 
with comrnents of the teacher relating to the merits and defects of the 
themes and illustrated from them. The teacher is advised to keep at 
hand a slip of paper or a set of cards, when she is reading themes, and 
to make a note of the several points that need class comment rather 
than to trust to her memory to recall them when she meets the class. 
In the majority of cases, it is wise to have a class laboratory period, 
on the days when compositions are returned, for the purpose of supervising- 
corrections. Personal conference is better. 



COURSE OF STUDY FOR HIGH SCHOOLS 23 

(c) In the first four terms at least, sentence exercises are recom- 
mended: Exercises in sjmthesis, imitation, original construction according 
to prescription, and revision. For further details, see outlines for the 
several terms. 

SYMBOLS FOR CORRECTION OF THEMES 

In composition criticism, the best results come from personal con- 
ferences; and from fully written, personally-touched questions, notes, 
and comments on the themes. Certainly the return of compositions should 
be accompanied by comments from the teacher regarding the successes 
and failures in "solving problems." But, since the exigencies of time 
and strength make it impossible to use the fully written form of 
criticism always, the following symbols have been agreed upon: 

sp.^ — spelling w. — wordy 

p. -^punctuation k. — awkward 

cap. — capitalization rep. — repetition 

1. c. — lowercase (no capital) v. — vague 

s. u. — sentence unity m. — margin 

s. c. — sentence coherence o. — omit 

s. e. — sentence emphasis d. — diction 

p. u. — paragraph unity usage 

p. c. — paragraph coherence sub. — subordinate 

p. e. — paragraph emphasis syn. — synthesize 

c. u. — composition unity ? — disputed or questioned statement 

c. c. — composition coherence Z] — indent 

c. e. — composition emphasis .— — omissions of necessary word 

X. x.-^all wrong x — incorrect word division 

g. — grammar U — form new paragraph 



PREPARATION OF MANUSCRIPTS 

Use the regulation letterhead size of sheet (8% x 11) for composition 
paper. 

Place the title on the first line. 

Leave one space below the title. 

Leave one inch margin on the left, and indent each paragraph one-half 
inch from the margin line. Avoid ragged edges on the right. 

Number each sheet in the upper right-hand corner. 

Arrange each sheet according to number and fold with the edges to 
the left. 

At the top of the folded manuscript write: (1) name; (2) class and 
period; (3) title; and (4) date. 



PRINCIPLES OF GOOD OUTLINES 

I. Good beginnings in outlining can be made in the first term by 
the teacher's designating certain groups of paragraphs in the literature 
studied and requiring the pupils to make a "title" for each of those 
groups. A series of these titles makes the primary headings. Then one 
of the groups can be taken for subdivision and fitted under the larger 
title. A simple outline results — on the analytical side. On the con- 
structive side, the teacher is referred to "How to Gather and Arrange 
Material," in this introduction. 



24 COURSE OF STUDY FOR HIGH SCHOOLS 

II. There are three general classes of outlines: 

A. The Noncommittal outline, which merely indicates the headings 
or classifications of the material but gives little or no clue 
to the specific nature of the material. (This is desirable for 
the teacher's use when she wishes merely to indicate the line 
of study which the pupil is to pursue. This is the type usually 
used in the analytical outline.) 

B. The Thought outline, which tells what is said. (This is the 

kind of outline which the teacher should require of the pupil 
in his constructive composition work.) 

C. The Brief, which is concerned especially with argumentation and 

which is phrased in complete sentences, with subheads reading 
as reasons for primary heads. 

III. An outline should present a logical grouping and subgrouping 
of points from the thought standpoint. 

A. Unless. the outline is definite, it is likely to degenerate into a 
confusing and puzzling exercise in indention. 

B. An outline should present its material so clearly and show the 

application of a subpoint to a superior one so unmistakably 
that a person unfamiliar with the subject can follow the line 
of thought. 

C. An outline should move, generally, from the general to the 

particular. 

D. Main lines of thought should be discriminated carefully from 

subsidiary lines. (The chief difficulty with pupils lies in their 
tendency to have too many main headings, which indicate a 
lack of classification and grouping. This difficulty is at 
least partly obviated by the use of the card system for gather- 
ing and arranging material. See introduction under "How to 
Gather and Arrange Material.") 

E. In order to test points that are coordinate in form and position 
for coordination of thought, and points that are subordinate 
in form and position for subordination of thought, try to 
phrase transitional expressions to indicate relations. 

F. Each main heading should be so phrased as to be properly 

exclusive of other main heads and properly inclusive of sub- 
heads. Special care should be given to the proper wording of 
headings. All points, main or subsidiary, fail to serve their 
purpose if they are not specific enough to fit snugly about the 
details which they comprehend. The predicate of a heading 
(if one is used) , no less than the subject, must bs properly 
inclusive and exclusive in its relation to the subheads. 

G. Note these cautions which are to be kept in mind in the proper 

arrangement of main and subsidiary points : 

1. Do not write as a subtitle what is logically part of the 
governing title. Do not subdivide unnecessarily. 

2. Do not write as a subtitle what is logically coordinate with 
the preceding title. 

3. Do not place a subtitle coordinate with the governing title. 

4. Avoid "double header" titles. 



C OURSE OF STUDY FOR HIGH SCHOOLS 25 

5. Be sure that the "Introduction" (if there is one), includes 
truly introductory material and that it is not merely 
another name for the first division of the subject proper. 

IV. An outline should present its material according to certain recog- 

nized principles of good phrasing and emphasis: 

A. The terms, "Introduction," "Discussion," and "Conclusion" are 
not at all necessary ones for the largest headings of an outline; 
but if one is used, consistency requires that all three be used. 
They are indications of an external classification. 

B. When full sentences are not used for headings, preference 

should be given to nouns, modified or unmodified, rather than 
to verbs. 

C. Coordinate points should have parallel phrasing wherever 

possible. 

D. A clear distinction must be made between prominence and 

importance of points so far as the completely written form is 
concerned. A matter of great intrinsic importance must 
sometimes be given comparatively little prominence in the 
outline. Even coordinate points are not always equal in 
importance for the purpose of development, although they are 
logically on the same plane and bear the same relation to the 
superior heading. 

V. An outline should present its material according to certain prin- 
ciples of mechanics and form : 

A. A margin should be left in outlining as in written composition. 

B. Notations for headings of the first degree should be placed 

immediately to the right of the margin line. 

C. Coordinate titles should be placed at the same distance from 

the left-hand margin. Indention indicates degree of relation. 

D. Different classes or orders of symbols should be used for 
different degrees of subordination. One good sequence in 
symbols, though not at all the only good one, is this: I, A, 1, a. 
(1), (a), (1'), (a'). No notations need be reserved for the 
Introduction, Discussion, and Conclusion. 

E. If any given heading is too long to be written on one line, the 

first word of succeeding lines should not be placed farther 
toward the left margin than the last symbol of notation. 

F. Double notation should never be used. 

G. The first word of each heading, minor or superior, should be 

capitalized. 
H. Good punctuation should be used in the outline; i. e., 

1. The period should be used after all symbols of notation. 

2. The period should be used after all sentence headings that 
are not followed by subdivision. 

3. The colon should be used to follow headings that are sub- 
divided. 

VI. The pupil should be cautioned against thinking that each of the 
principal divisions of the outline calls for a paragraph in the written 
composition. This may or may not be the case. 



26 COURSE OF STUDY FOR HIGH SCHOOLS 

VOCABULARY 

Cultivation of a good vocabulary is one of the most intangible and 
also most important parts of English work. More attention needs to be 
given to enlarging the working vocabulary. A vocabulary notebook is 
recommended for all terms. Then the teacher, with these notebook 
entries in mind especially, needs to be on the alert to notice places and 
to create places for the use of these words. Nowhere does the wisdom 
and the ingenuity of the teacher enter in so largely as in this matter 
of vocabulary building. Considerable vocabulary work should be woven 
into each term. The vocabulary lists given under the several terms are 
not to be considered restrictive nor definitive but, rather, suggestive. It 
will certainly be of no good to have one or two perfunctory drills on a 
particular list of words unless those words are used in sentences and in 
later speech or writing enough times to fix them as part of the working 
vocabulary. Nor will any one method avail; nor can certain methods 
be boxed into special terms; but a combination of methods must be 
employed, depending upon the attending circumstances. The teacher 
may wish to make choice and combinations of the following suggestions 
in methods: 

I. Connect the word with its derivation; also with its composition. 

II. Urge the pupil to seek the meaning of an unfamiliar word in 
the context of his literature, first, and in the dictionary, second. 

III. In every case possible, call for original sentences which use the 
new word, and take care to review it at intervals. 

IV. Make constant demand in class for a better word for a given 
place in the pupil's recitation. More stress should be laid on the topical 
recitation rather than the single phrase or sentence answer. As the 
pupil tries to talk connectedly, he discovers need of words, which the 
class or the teacher can supply if the reciting pupil can not get them. 

V. Make constant marginal call for a better word in the written 
composition. 

VI. Make a study of and call for the use of variety in the relater's 
comments in conversation (rejoined, replied, retorted, cried, declared, 
shrieked, etc.). Lead the pupils to make lists of such variants. Have 
conversational compositions in which the problem set is to vary these 
"said-words" in keeping with the meaning. 

VII. Ask for the picturesque word, the color word, the action word, 
the comparison in a given poem or a piece of prose,- and also in original 
descriptions. 

VIII. In the assignment of character study or of criticism, for 
instance, the teacher may profitably give a list of adjectives and verbs 
that will be stimulating and applicable, and from which the pupil is 
advised to choose. Antonyms of the applicable words may be included 
for the purpose of developing choice and judgment. 

IX. Interpretation and paraphrasing both offer splendid opportunity 
for search for the best word for the place. (Chaucer is good for this.) 

X. In order to reveal the value of certain well chosen words, a good 
exercise is to substitute socalled synonyms, taking care to note the 
difference in connotation. 



COURSE OF STUDY FOR HIGH SCHOOLS 27 

XI. Study lists of synonyms and frequently confused words. Require 
their use in original sentences and enter them in a notebook. See Buehler; 
and Scott. 

VII. Asks for the picturesque word, the color word, the action work, 
and have pupils substitute well discriminated expressions for the new 
words. 

XIII. Dictate a list of probably unfamiliar words (only a few at a 
time) , which pupils are required to use in original sentences after their 
meanings have been determined. Enter these also in notebook. 

XIV. Give exercises in condensing a phrase or a clause to a word. 

XV. Call for definitions after the material therefor has been gathered 
inductively. Note the truth of this quotation from Dewey: "In the 
reaction against ready-made verbal definitions and rules, the pendulum 
should never swing to the opposite extreme — that of neglecting to sum- 
marize the net meaning that emerges from dealing with particular facts." 

XVI. A method very effectively used by some teachers is this: The 
teacher deliberately uses a word probably unfamiliar to the pupils, writes 
it on the board, pronounces it again very clearly, comments on its meaning 
and asks the pupils to enter it in their vocabulary notebooks. Later she 
has them vise the word in sentences of their own. 

XVII. The teacher's conscious variation of her own vocabulsiry plays 
considerable part in helping the pupils, especially if, in so doing, she is 
skillful enough to elicit a question from them as to the meaning of an 
important word. 



28 COURSE OF STUDY FOR HIGH SCHOOLS 

Detailed Outline of Literature and Composition 

by Terms 

ENGLISH 1 

LITERATURE 

I. Payne's Literary Readings. 

A. Rip Van Winkle, p. 7. 

B. The Great Carbuncle, p. 158. 

C. The Ransom of Red Chief, p. 448. 

D. The Last Leaf, p. 460. 

E. Tennessee's Partner, p. 486. 

1. Read first for story. 

2. Be able to state the theme definitely. 

3. Show how the theme is developed by presenting setting, 
incidents (plot or action) , and characters. 

4. Notice human quality, truthfulness to life, and dramatic 
quality in characters. 

II. The Vision of Sir Launfal. 

A. Teacher present legend of the Grail. 

B. Theme definitely stated or given in quotation. 

C. Development of theme by story. 

D. Ethical significance with application to modern life. Compare 
development of the same theme in The Blue Bird. 

E. Form of poem. 

1. Purpose and effectiveness of prelude — introductions and 
parts. 

2. Use and effectiveness of contrasts, imagery, figures, 
especially simile. 

III. Lady of the Lake. 

A. Theme — political problem. 

B. Development of background, especially from legends and 

descriptions, of romantic, political and social customs. 

C. Attention to descriptions and figures, especially simile and 

metaphor. 

D. References. 

The Canterbury Classic contains pictures and colored plates 
of the plaids worn by the different clans. 

The Eclectic Classic contains a note, p. 11, on relation 
between James and Douglas. 

Peeps at Great Men — Scott — Elizabeth Grierson — is a well 
illustrated book. 

The Fiery Cross — James Oxenheim — is a book of modern 
war poems. The theme and title is based on the Scottish 
legend of fiery cross. The frontispiece illustration is sug- 
gestive. 

Other books on Scotland are: 

Scotland's Story— M. E. Marshall. 
Bonnie Scotland — Griffis. 



COURSE OF STUDY FOR HIGH SCHOOLS 29 

IV. Suggestion for further reading. 

Rugg's "R. O. T. C." (May be obtained from the Atlantic 
Co., 15c.) (See outline under I above.) 

The Holy Grail. (Should be read with The Vision of Sir 
Launfal.) 

Lays- — Macaulay. 

Treasure Island — Stevenson. 

The Making of An American — Riis. 

(The books listed for further reading are merely suggestive 
of that which the teacher may use as correlative materials. 
They should in no way exclude similar matter in which the 
teacher is interested, nor do they take the place of the larger 
lists of supplementary reading.) 

COMPOSITION 

Strive for a few definite results; in this term especially, command 
of the topic sentence. Supervise much of the writing in class, or hold 
conference hours with students. Keep the English work in contact with 
the life of the student. While enlisting present interests, lead to higher 
interests. 

Text, Ward, Sentence and Theme, 1-176. 

The Whole Composition 

I. Choosing subject and title. 

A. Subjects — -Insist that students choose subjects: 

1. Within the range of their experiences. 

2. Interesting and worth while. 

3. Specific enough to be treated in a given space. 

4. Adapted to present purpose of the course. 

B. Titles — -Train students to select titles that will aid in unifying 
their themes because they are : 

1. Clear. 

2. Brief. 

3. Specific (as a rule) . 

4. Entertaining, but not sensational. 

II. Gathering and arranging material. 

A. Sources of material: 

1. The students' own experience, thought, and emotion. 

2. Conversation and consultation with others. 

3. Reading — in the library, the periodicals, etc. 

4. Observation — visiting people and places. 

B. Assembling of material: 

1. Use brief topic outline for plan. 

2. Use cards with individual statements, to help fit material 
to plan. ( See Introduction under Gathering and Arranging 
Material.) 

III. Keep in mind from the beginning the fundamental principles and 
qualities of style that are back of all the detailed training in technical 
English. Correlate the special detailed instruction from time to time 
with those fundamental principles and qualities. 



30 COURSE OF STUDY FOR HIGH SCHOOLS 

A. Principles of Style: Unity, coherence, and emphasis. They 

control sentences, paragraphs, and whole compositions. 

1. Unity, demands that a composition shall group itself about 
one centra] idea. 

2. Coherence, demands that a composition shall be so organized 
that the relation of its parts are clear and logical. 

3. Emphasis, demands that the important parts of a com- 
position shall have important treatment. 

An outline assists in securing unity, coherence, and 
emphasis. 

B. Qualities of Style: Observance of these principles will help to 

secure the qualities of clearness, force and fitness (or 
effectiveness) . 

1. Clearness, demands that a composition shall be understood. 
This quality appeals to the intellect. 

2. Force, demands that a composition shall be interesting. 
This quality appeals to the emotions. 

3. Fitness (elegance), demands that a composition shall have 
harmony of subject matter and expression. This quality 
appeals to the taste. 

IV. Themes: Easy Narratives. In the first term, composition centers 
about narration, though all forms of discourse are informally used. 
Make free use of the blackboard in criticising themes before the class. 
Cultivate habits of neatness, accuracy, and promptness in theme work. 

A. Let the assignment, in some instances, at least, involve a 
"problem for solution;" e. g., the humor of past discomfort. 

B. The three W's: Where, when, who? 

C. The fourth W: What happened? This is the key to narration. 

1. The events. 

2. The climax. 

3. Both handled according to : 

(a) Unity — Exclusion of nonessentials. 

(b) Coherence — Arrangement, construction, connectives. 

(c) Emphasis — Use of devices like dialogue, suspense. 

D. The result. 

V. Suggested theme subjects combined with the literature studied are 
given below. The requirement of the course in composition is at least 
one theme a week. The subjects are optional with the, teacher. 

Rip Van Winkle. Imagine yourself awaking from a twenty-year sleep 
(or if you wish to be more realistic, returning from a corresponding 
absence in a remote country) , and on this basis write a "class prophecy" 
for your high school class. (Payne, 7.) 

The Great Carbuncle. Tell of your ascent of some Oregon mountain 
peak, and in treating some view that unfolded before your eyes, note if 
you cannot make it more beautiful or impressive by studying Payne, 
pages 168-170. 

The Ransom of Red Chief. Relate an episode concerning a "good" boy 
who was not altogether good; or concerning a "bad" boy who was not 
altogether bad. Note the humor in the restraint of 0. Henry's story. 



COURSE OF STUDY FOR HIGH SCHOOLS 31 

The Last Leaf. Tell (a) an incident showing how one's faith or hope- 
lessness determined the issue of a struggle, or, (b) an episode showing 
serice or devotion from an unexpected source. {Payne, 460.) 

The Vision of Sir Launfal. Tell of your stroll through one of two 
types of scenes; either a joyous, mellow landscape (Payne, 350) or a 
stark, bleak winter landscape (page 356, beginning of Part II.) 

The Paragraph 

I. Paragraphing of conversation : To be taught largely through dicta- 
tion exercises with correlation in capitalization and punctuation. 

II. The single paragraph: In taking up the paragraph the teacher 
should begin with the topic sentence. The topic sentence is the central 
thought around which the paragraph is built. It normally appears early 
in the paragraph. It consists of two parts: A subject for discussion and 
a statement about the subject. A good example is found on page ten of 
Payne's American Literary Readings: "In fact, he declared it was no 
use to work on his farm." In this sentence "to work on his farm" is the 
subject for discussion; "of no use" is the statement about the subject. To 
make clear the nature of the topic sentence, of which a thorough under- 
standing is necessary, other topic sentences should be studied. The stu- 
dent should hunt for them and defend his choice of each by showing that 
it contains a subject for discussion, and a statement about a subject. Good 
examples are found in Payne, page 5, 7, 9 and 11. 

Next, the class should form many topic sentences. Indoing so students 
should follow Carlyle's injunction to begin at home. The home and the 
school will furnish subjects without end. These original sentences are 
subject to the same tests as those found in literature. 

When a feeling for the tojnc sentence has been acquired, then its 
development into a paragraph should be studied. With relation to the 
developed paragraph, the topic sentence should be viewed as the state- 
ment of a problem for solution; the resulting paragraph as the solution. 
Hence come the terms, problem and solution; thus, in the paragraph 
previously cited from Payne, page 10, the author states his problem in 
the topic sentence, "it was of no use to work on his farm;" he solves his 
problem in the rest of the paragraph. The solution is brought about by 
certain definite proof through which the author substantiates his state- 
ment about the subject in the topic sentence. In the proof the author 
rejects all mere words of general statement about the subject and piles 
up concrete evidence till he has made good. The example on page ten 
of Payne is a good one. The proof that it was of no use lies in the fact 
that the fences v/ould fall down, that the cow would get lost or get into 
the garden, that weeds were particularly prolific in Rip's fields, and that 
rain would always set in when he started to work. This concrete and 
specific nature of the proof is all important. That the student may get 
a sure understanding let him examine many paragraphs for the proof. 
Good examples appear in Payne, pages 7, 9, and 14 (beginning "On 
entering the amphitheater") . 

Next let the student attempt to develop one of the topic sentences he 
has brought in. It should be on some subject with which he is thoroughly 
familiar; e. g., some recent assembly. Let him collect on slips of paper. 



32 COURSE OF STUDY FOR HIGH SCHOOLS 

one item to each slip, all he can remember about the assembly that proves 
his topic sentence. It may have been: Everything seemed to go wrong 
at Tuesday's Assembly. The items may have been: The principal in 
introducing the speaker forget his name; the chorus leader gave out the 
wrong number; the yell leader in his acrobatic contortions slipped and 
fell; and the captain of the football team, getting mixed on his grammar, 
said, "I seen my duty and done it," when the Student Body cheered him 
for having won the championship game. With the problem set and the 
proof well in hand, it is now but a simple matter to write out the 
paragraph. It may be assigned first for oral composition and later, after 
criticism as to fulfillment of paragraph principles, for written 
composition. 

Incidentally, while mastering paragraph development, make a begin- 
ning of studying summary* sentences by seeing how Irving closes his 
paragraphs. Good examples are found in Payne, pages 10, lines 111, 113; 
and 15, lines 304-308. 

The Sentence 

Aims : To develop a feeling for grammatical relationships particularly 
as seen in verbals and to make a good start in the mastering of words 
most commonly misspelled. 

I. Text: Sentence and Theme, Ward, pages 1-176. 

II. Grammar of the Sentence: 

A. Distinction between a phrase and a clause, between a subordinate 
clause and a sentence. 

B. Verbs: 

1. Distinction between active and passive, transitive and 
intransitive. 

2. Agreement of verb with subject in number. 

3. Participles : Not to be confused with such verb phrases as is 
walking. 

4. Gerunds : 

a. Difference between gerunds and participles. (Do not teach 
the distinction made in Ward, section 151.) 

b. Difference between gerunds and nouns. 

c. Use as adverbial nouns. 

5. Infinitives: Note that infinitives parallel most of the noun 
constructions. Put particular stress on infinitive with an 
indirect object, as object of to, as object with an expletive, and 
as a retained object. 

C. Nouns: Master various uses. 

D. Pronouns: Personal, demonstrative, indefinite. Stress distinction 
between its and it's, there and their. 

E. Adjectives: Stress predicate and appositive uses. 

F. Adverbs. 

G. Prepositions : Distinguished from adverbs. Stress phrases and 
their position. Distinguish from clauses. 



* See the explanation of summary sentences under the treatment of the 
paragraph, English 2. 



COURSE OF STUDY FOR HIGH SCHOOLS 33 

HI. Punctuation : Paragraphing conversation. Use quotation marks : 

To inclose the words of direct discourse. Through class exercises 
in dictation cover the four cases of quoted words. (See 
Clippinger, 527.) 

A. One sentence, unbroken by comment. 

B. One sentence, broken by comment. 

C. Two sentences, unseparated by comment. 

D. Two or more sentences separated by comment. 
IV. Spelling: 

Master Ward's lessons in spelling, pages 1-176. Use dictation 
exercises. Follow Ward (see page 21) in the marking of persistent 
offenders. Show that, with the exception of a few "spelling 
demons," correct spelling is simply a matter of proper enunciation, 
pronunciation, and syllabication. Stress the changes in "y" words, 
formation of possessives, and the mathematical process of addition 
involved in the use of prefixes, suffixes, and contractions. Do not 
attempt Ward's elaborate treatment of the ie and ei words. The follow- 
ing rule is suggested as simpler and covering most cases;, use the jingle: 

"/ before E except after C, 

Or when sounded as A, as in neighbor and weigh." 

The sentence, "Neither foreigner leisurely seized the weird height," 
contains most of the exceptions. 

ENGLISH 2 
LITERATURE 

I. Payne's Literary Readings. 

A. Snowbound, page 272. 

1. Theme: problem. 

2. Method of development. 

3. Background — descriptions, customs. 

4. Characters — worthwhileness, naturalness, emotional quality. 

5. Choose lines that are typically descriptive. 

6. Notice lyric passage and its effect. (Time and change, etc.) 

B. The Ambitious Guest, page 149. (See notes under I, English 1). 

C. The Cask of Amontillado, page 390. 

D. The Purloined Letter, page 398. 

C. The Celebrated Jumping Frog of Calaveras County, page 477. 

II. Iliad — Bryant's Translation — Stress Book I — Hector-Andromache 

incident Book VI, Climax Book XXII — Priam-Achilles incident 
Book XXIV. 

A. Build up background of Trojan War. 

B. Theme and action used to develop it. 

C. Study of the story in the light of national situations. 

D. Study individual characters as representative of universal human 
traits. 

E. Study for beauty. 

1. Dramatic passages and incidents. 

2. Use of simile and metaphor. 

3. Contrasts in character and scenes. 

4. Epic characteristic — (Teacher should make clear the objective 
quality of the epic, use of epithets and fig-ures) . 

Sis. 2. 



34 COURSE OF STUDY FOR HIGH SCHOOLS 

III. Suggestions for further reading. (See note under IV, English 1.) 

A. Odyssey*. 

B. Aeneid*. 

C. The Nibelungenlied*. 

D. Hiawatha. 

E. Sohrab and Rustum — Arnold. 

F. The Bridge of the Gods. 

G. The Other Wise Man— Van Dyke. 

H. The Promised Land — Antin. ' 

COMPOSITION 

In English 2 continue narration, giving more attention to details of 
sentence structure, use of words, punctuation, etc. Use letter writing 
frequently. Insist on the correction of themes criticised by the teacher, 
requiring the original theme to be returned with the revised or rewritten 
copy. Make all criticisms constructive, encouraging a regard for organ- 
ization and form. Keep up the habit of review, by recurring again and 
again to principles already studied. 

Strive in English 2 for command of paragraph development, as in 
English 1 for command of the topic sentence. 

Text: Ward, Sentence and Theme, 177-end. 

The Whole Composition 

I. Continue to impress the habit of orga,nization by the use of the 
card system in gathering and arranging material. (See Introduction.) 

II. Keep the fundamental principles — Unity, Coherence, and Em- 
phasis — at work by testing material as to whether it really groups itself 
about one central idea; is in its natural order, properly related; and 
really adds to the interest or suspense. 

III. Begin the variation of narrative to test arrangement and articu- 
lation of paragraphs. For instance, use a brief form of the Retrospective 
Narrative, showing the parts and transitions. 

Retrospective Narrative (The Jumping Frog is an example. Payne, 
477. See also The Ancient Mariner, English 3). 

A. Situation (or occasion). 

B. Transition. 

C. Retrospective narrative, with climax. 

D. Conclusion (return to original situation). 

IV. Letters: 

A. Teach the form of letters; e. g.. Business Letter. Ward, 231; 
Clijipinger, 113. 
Heading. 
Address. 
Salutation. 
Body. 

Complimentary close. 
Signature. 



* These may be read in translation or stories may be read from Gayley's 
Classical Myths, or Guerber's The Book of the Epic. 



COURSE OF STUDY FOR HIGH SCHOOLS 35 

B. Qualities of Business Letters, Clippinger, 120, 121. 
Clear (6 ponits for securing clearness). 
Courteous. 

Brief (but not Brusk). 
Tactful (Clippinger, 127). 

V. Write a business letter subscribing for a newspaper or magazine. 
(Ward, 235.) 

Write a familiar note to a friend explaining why you can not keep 

an appointment. (Ibid.) 

Write a letter announcing the sending of a package. 

Write a letter to a relative or friend expressing thanks for a gift. 

Write a business letter asking for information. 

Write an excuse for tardiness. 

VI. Themes: Simple or retrospective narratives. Should have 
paragraphs enough to permit evidence of organization, but should not 
be long. In studying Mark Twain's The Celebrated Jumping Frog, take 
occasion to teach the form of the retrospective narrative. (See Kavana 
& Beatty.) 

V. Suggested theme subjects combined with the literature studied: 
A. Snow-Bound: 

1. Relate experiences of your own somewhat similar to those 
of being snow-bound; for instance, "Rained in for the night 
at a deserted cabin;" "Quarantined;" "Laid up with a 
broken leg." Or, relate an imaginary experience such as, 
"A night in the cabin of a ship during a storm at sea." 

2. Write a theme on the general topic, "Our Fireside on 
Christmas Eve," as follows: 

a. In a paragl-aph describe your home living room as it 
looked on Christmas Eve. 

b. In a paragraph developed by details tell of the people 
gathered at the fireside, describing each one in a care- 
fully worded sentence or two. 

c. d, e. Write a one-paragraph character sketch of each of 

three principal or most interesting persons gathered at 
the fireside, 
f. Write a concluding paragraph in which you select some 
detail for emphasis, such as a brief story related by one 
of the characters, or the distribution of presents, or the 
baby's Christmas present, or the reading of a letter 
from a boy of the family who was overseas. 
Carefully fit these six paragraphs together, using such connecting 
words, phrases, or sentences as may be necessary for theme coherence, 
and modifying your paragraphs in any way desirable to make an effective 
theme. Your completed theme will be from 800 to 1,000 words. 
B. The Ambitious Guest: 

1. Narrate the succession of your remembered life ambitions. 

2. To show the simplicity of remote rural life introduce an auto- 
mobile party to a mountaineer's cabin. 

3. Narrate your visit to a hastily deserted home, still exactly as 
it was left when the occupants abandoned it. (May be an 
imaginary picture of the war zone.) 



36 COURSE OF STUDY FOR HIGH SCHOOLS 

C. The Cask of Amontillado: 

Give a conversation, couched in the restrained, bland phrases of 
Poe's story, representing a forced meeting, among strangers, 
of two old-time enemies. 

D. The Purloined Letter: 

Write a brief narrative of school life based on the loss of a report, 
a list of examination questions, a trophy, or a letter. 

The Paragraph 

(See paragraph under English 1 for the nature of the topic sentence 
and the proof.) 

I. Review of paragraphing conversation. 

II. Stress on definite plan in the paragraph. To secure definiteness, 

follow this outline. (The teacher will guard against the notion 
that all paragraphs are organized according to outline. He will 
use the outline, however, that the student may be led to demand 
thorough organization in his writing.) 

Paragraph Outline. (To be memorized.) 

A. Topic Sentence: 

1. Subject for discussion. 

2. Statement about the subject. 

B. Transitional Sentence. 

C. Substantiation of statement about the subject: 

1. Subpoints. 

2. Minor points. 

D. Summary Sentence. 

III. Treatment: 

The principal work in composition in English 1 consisted in the 
mastering of the topic sentence and in the substantiation of its statement. 
In English 2, after a review of English 1, the teacher will proceed to 
the new composition principle of the term; i. e., careful organization of 
thought in the development of the paragraph. It is not enough to have 
a good topic sentence and to follow it with a string of details that sub- 
stantiate the topic statement. With all topic statements that admit 
of such treatment the substantiating material should be grouped under 
two headings, or subpoints. The number two is arbitrary. More would 
produce an outline too cumbersome; whereas, fewer would make too 
little demand on the mind for organization. Remember that organiza- 
tion is a synonym for composition. 

A careful study of the subpoint should be made. An examination of 
good models will reveal the fact that it is one of two or more ideas around 
which the details of a paragraph group themselves. It makes for unity, 
it is general (inclusive) ; it should not overlap with any other subpoint; 
and it usually is not put into words. An inspection of Irving's para- 
graphs in Rip Van Winkle will make clear these four characteristics. The 
paragraph on page 9, lines 97-113, is a good example. Examination 
reveals two subpoints : ready for sport, though unprofitable ; ready for 
giving aid to others, though unprofitable. These two ideas make for 
unity in substantiating the topic statement, that Rip had an aversion to 



COURSE OF STUDY FOR HIGH SCHOOLS 37 

profitable labor; they are mutually exclusive, for they do not overlap; 
they are general, for they embrace the specific notions of hunting and 
fishing; running errands and officiating at husking bees; and in the 
present case they are not stated in so many words. This last attribute 
is a particularly desirable one; for the student will persistently look 
for subpoints in set words rather than think out the natural grouping 
of the ideas. Many paragraphs should be analyzed for their possession, 
or nonpossession of subpoints. Other examples are, Payne, page 9, 
lines 83-96. (Note here that the topic sentence takes up only a part of 
the first sentence, page 24, lines 618-639.) 

Like the subpoints the minor points have four characteristics; they 
substantiate the topic statement; they are specific; they must be worth 
while; and they should be interesting. The first of these was treated 
under the paragraph in English 1. The discussion there should be 
thoroug'hly reviewed. Too much stress can not be put upon the necessity 
of being concrete, of being specific. All minor points must be subjected 
to this test. On this score the average student is a frequent offender. He 
usually needs much help in his efforts to replace nebulosity with details 
really concrete. In this respect Irving will repay study. The same care 
is needful in treating the two remaining attributes of the minor point, 
worthwhileness and interest. Let the student continually check his 
work by asking himself the following question: "If I were reading this 
paragraph as the work of some one else, should I find the details worth 
while and should I find them interesting?" "Keep the audience in mind," 
is a good slogan in all writing. 

In addition to the big three of paragraph writing, the topic sentence, 
the subpoints, and the minor points, two other devices, often used, help 
toward easy and effective writing. One is a transitional, or expanding 
sentence, leading from the topic sentence to the main body of the 
paragraph. It sometimes restates the topic sentence in effective words; 
it sometimes defines a particular term; it may state the subpoints. The 
paragraph beginning in Payne, page 19, line 466, is a good example of an 
expanding sentence. 

The other device is the summary sentence. Its purpose is to bring 
the paragraph to a well-rounded and effective close. There are many 
ways of handling this final sentence. It may be a real summary of the 
paragraph; it may be a climax; some figure of speech; an epigram; a 
quotation; an allusion, literary, bibical, or classical; or it may be a 
repetition of the topic sentence in different words. Though no attempt 
should be made to have the students write sentences illustrating all these 
devices, yet a careful study of Irving will help in finishing off the 
paragraph. 

IV. Paragraph types. After the paragraph outline is well in hand, 
the class should take up paragraph types. The two stressed in English 2 
are: 

A. Particulars and Details. 

B. Comparison and Contrast. 

These types embody two of the most evident ways of thought grouping. 
The former consists in developing the general statement of the topic 
sentence by a number of particulars. These are the minor points. The 
student will guard against the inclusion of them in the topic sentence. 



38 COURSE OF STUDY FOR HIGH SCHOOLS 

Comparison and contrast is another natural method of grouping. 
Very often the subpoints of the paragraph will coincide with the two 
sides of the comparison or contrast. The teacher should use Irving to 
make clear the two types, and then should follow up with laboratory work 
on original material till the class is at ease with them. For a paragraph 
developed by particulars see Payne, page 10, lines 114 ff. ; for contrast, 
page 19, lines 452 ff. ; for maintaining the topic statement by contraries 
page 39, lines 97 ff. 

The Sentence 

I. Aim: To acquire a sure feeling for grammatical relationships — 
through sentence analysis and diagraming, through an understanding of 
the relative, of subordinate clauses, and through the mastering of 
punctuation, to lay a firm foundation for the sentence work of the second 
year; to master the words most commonly misspelled; and to make a 
start in correct usage. 

II. Text: Sentence and Theme, Ward, pages 177 to end. 

III. Grammar of the Sentence: 

A. Verbs : 

Make a thorough review of distinctions between active and 
passive, transitive and intransitive, and of verbals and of 
agreement in number between subject and verb. 

B. Nouns: 

Review of noun uses, particularly in correlation with verbals. 

C. Pronouns: 

1. Review of personal, demonstrative, and indefinite pronouns. 

2. Relative clauses: Restrictive and nonrestrictive clauses. 
(Text, Ward, section 189) ; their punctuation; omission of 
relative, omission of antecedent. 

3. Interrogative : 

a. Constructive. 

b. Punctuation of quoted questions. 

4. "It" and its uses. 

D. Clauses: 

1. Adjective: Correlate with the relative. 
Stress restrictive and nonrestrictive. 

2. Noun: Construction to be taught on basis of noun uses. 
a. Conjunction omitted. Ward, section 193. 

E. Ellipses. 

F. Analysis and diagraming of sentences. (Removal of sub- 
ardinate clauses to be stressed as first step in anaylsis.) 

1. Simple. 

2. Complex. 

3. Compound. 

IV. Punctuation of Sentences. Master the twenty rules in Ward: 
Don't teach one rule and then drop the work. Reinforce by dictation and 
by assignment from Ward's practice sheets.. Daily have errors from 
students' themes corrected by rule. Don't let persistent offenders think 
that they can "just get by" with only a passing grade. (See Ward, page 
21 at end.) 



COURSE O FSTUDY FOR HIGH SCHOOLS 39 

V. Spelling. Finish Ward's spelling lessons. See note under Spelling 
in English 1. Review lists of English 1. Become so familiar with Ward's 
lists that you can easily recognize any of their words wherever found. 
Grade persistent offenders severely. (See above and IV.) 

VI. Correct usage: Master Ward, Lesson 72. 

ENGLISH 3 

LITERATURE 

I. The Ancient Mariner: 

A. Theme and its significance; quote to illustrate. Apply theme 
to life. 

B. Study form: poetic introduction, dramatic method introduced, 
imagery, diction, metrical form and melody, contrasts figures 
(review simile, metaphor; add, metonymy, alliteration, and 
onomatopoeia). 

(Dore's illustrations of "The Ancient Mariner" are good.) 

II. As You Like It. (See Drama in Introduction.) 

A. Theme and its treatment in comedy form. 

B. Character studies: Naturalness, human appeal, humorous 
attitude. 

C. Dramatization and oral reading of many scenes. 

D. Memorization and application to life of many terse speeches. 
(Students will show great interest in this application of 
Shakespeare — as when no one present has a watch, "There is 
no clock in the forest;" or when one is tired, "I care not for 
my spirits if my legs be not aweary;" or if one is discouraged, 
"How full of briars is this working day world." 

HI. Silas Marner. (See Introduction under Novel.) 

A. The teacher should introduce the novel carefully before the 
students have books. A list of suggestive points or an outline 
may be given the pupils. 

B. The pupils should then be allowed sufficient time for reading. 
If necessary, other work may occupy the class time while the 
reading is being done. 

C. Then study and discussion along the lines suggested may be 
taken up in class. 

In Silas Marner stress character. 

IV. Suggestions for further reading. (See note under IV, English 1.) 

A. Twice Told Tales — Hawthorne. 

B. The Sketch Book— Irving. 

C. Lorna Doone — Blackmore. 

D. The Little Minister — Barrie. 

E. Up From Slavery — Washington. 

V. History of English Literature — Long. Chapter II. (See Introduc- 
tion on Teaching of History of Literature.) Stress Anglo-Saxon ele- 
ments in our literature. Strive to awaken pride in our literary heritage. 

Analyze several fine paragraphs such as those on pages 24, 25 and 29. 
Most of the time should be put on Beowulf. Treat the Northumbrian 
period merely with reference to its influence. In using Long the teacher 
should seek to interest the class in the subject: e. g., Beowulf, and 
should make no assignment till this reaction has been secured. 



40 COURSE OF STUDY FOR HIGH SCHOOLS 

COMPOSITION 

In third term English continue narration and letter writing and 
introduce the study of description. In the longer themes in narration 
insist on organization and articulation, applying the principle of coher- 
ence, which is emphasized in this term in the study of the paragraph. 
Confine the descriptive themes chiefly to a single paragraph, using the 
devices for paragraph development that are stressed in this term. In 
the letter writing assign actual letters to actual people. These may be 
of a vocational nature, students selecting a certain industry or profession 
for special study and writing to local or national leaders for information. 
Require some of the work, at least, in the usual form for posting — 
envelope and all. Encourage good taste in the selection of stationery, 
addressing of envelope, etc. Discourage affectation. 

Text: Clippinger, Written and Spoken English, Chapters I, II. (Parts 
parallelling Wai'd, already taught, may be omitted.) 



The Whole Composition 

I. Keep tab on the continued use of the card system for gathering 
and organizing material. 

II. The principle of coherence is chiefly stressed in this term by 
teaching transition between parts, by use of proper construction, con- 
nectives, etc. It accompanies the detailed treatment of coherence within 
the paragraph in the study of the paragraph. As the principles of unity 
and coherence are applied to sentences in this term keep in mind their 
application to the whole composition. 

III. Description : 

A. Definition, Clippinger, 23. 

B. Kinds, Clippinger, 24. 
Scientific. 

Artistic. 

C. Point of Viev.-, Clippinger, 24. 

The point of view is the chief consideration in securing unity 
in description. 

D. The framework and details, Clippinger, 25. 

E. Devices for developing descriptive paragraph. 

Particulars and details, Clippinger, 26. (See The Paragraph, 
this term, following.) 

Comparison and contrast, Clippinger, 28. (See The Paragraph, 
this term, following.) 

F. The Outline, an aid to descriptive writing, Clippinger, 22, 23. 

IV. Plot in narrative. In continuing the study of narrative, and in 
correlation with the study of Silas Marner, teach the essentials of plot, 
the element of suspense, in stories: 

A. Definition: 

Plot is the element of suspense in a story comprising a com- 
plication of incidents that are graphically unfolded, often by 
unexpected means. 



COURSE OF STUDY FOR HIGH SCHOOLS 41 



B. Charactei-istics: 

1. (a) Plot must be natural. 

(b) Plot must be such as springs from the subject. 

2. (a) Conclusion must be probable. 

(b) Conclusion must be a consequence of all that went 
before. 

C. Elements of Plot: 

1. Chiefly mechanical or physical : 

a. Mistaken (or imknown) identity; e. g., Rosalind in As 
You Like It; Viola in Twelfth Night; Eppie in Silas 
Mai-ner. 

b. Striking resemblance; e. g.. Carton and Darney in Tale 
of Two Cities; Prince and the Pauper. 

c. Lost document, letter, treasure, or person. The Pur- 
loined Letter; Treasure Island, etc. 

2. Chiefly Psychological. 

a. Effort to reach a goal (may be largely or partly mechan- 
ical) ; e. g., Treasure Island; The Other Wise Man. 

b. Growth in character; e. g., Romola; Scarlet Letter. 

c. Spirit of Revenge; e. g., Cask of Amontillado; Othello. 

d. Power of one mind or person over another; or power of 
man over environment; e. g., Robinson Crusoe. 

e. Combination of mechanical and psychological elements 
common. 

V. Letters. Study the characteristics of the social letter. Clip- 

pinger, 42. 
Formal invitations and replies in the third person. 
Informal notes of invitation, with replies. 
Letter of Congi-atulation, Clippinger, 48, 297. 

Letter expressing sympathy to some friend who is bereaved or ill. 
Letter expressing appreciation of hospitality recently received. 
Letter requesting to be relieved from some committee appointment 
or assignment. 

VI. Suggested Theme Subjects Combined With the Literature Studied: 

A. Ancient Mariner. (1) Part I. Write a brief retrospective 
narrative as told by a returned sailor, of how his destroyer 
came through a sti-uggle with storm and ice during the war. 
(2) Paits II, III. Based on a souvenir from a ship torpedoed 
during the war, let a returned sailor tell of his experiences 
adrift in an open boat. Keep in mind the keynote of the poem 
"He prayeth best who loveth best all things both great and 
small." 

B. As You Like It. Using the plot device mistaken identity, write 

a brief narrative dialogue between a girl in a khaki uniform 
at a mountain postoffice near the summer camp, and a timid 
young man from the city who has just alighted from a stage 
on his way to visit this girl at the camp. 

C. Silas Marner. Taking some one of the several episodes of the 

book exemplifj-ing plot elements — missing treasure, mistaken 
(or unknown) identity, effort to reach a goal, development in 
character — write a parallel episode from your own experience. 



42 COURSE OF STUDY FOR HIGH SCHOOLS 



The Paragraph 

I. A thorough review (including the writing of paragraphs) of the 
paragraph principles laid down in 'English 1 and 2. 

II. Analysis of paragraphs from the second chapter of Long's History 
of English Literature. This analysis should be written in outline form. 
Especial pains should be taken to get the student to use the analysis 
method of study not only in English but in all topical subjects such as 
history and science. The student should identify the paragraph types of 
particulars and details, comparison and contrast, whenever they appear. 
The student will note that sometimes there is no topic sentence, that 
sometimes the topic statement is only a part of a sentence, that sometimes 
it appears in the middle or at the end of a paragraph, and that some- 
times there are no subpoints. He will note all transitional devices in 
words, phrases, clauses, and sentences that link the paragraph with the 
preceding one. 

III. Coherence Among the Parts of the Paragraph. This is the chief 
work on the paragraph in English 3. A good beginning should have 
been made in English 2 with the mastering of the subpoint. 

Coherence in the paragraph is produced by: 

A. Proper subordination and coordination, resulting in a real 
knitting together and logical arrangement of thought. 

B. Skillful use of transitional expressions : 

1. Carrying-forward words and phrases. 

2. Looking-backward words : 

Pronouns, adjectives, phrases, picking-up words. 

3. Conjunctions. 

4. Repetition. 

5. Parallel structure. 
5. Summary sentence. 

Irving is a storehouse of examples illustrating how to secure coherence 
in the paragraph. On page 9, lines 97 ff. of Payne we find careful 
coordination of thought into two headings with various details properly 
subordinated. We observe, too, logical arrangement in passing from 
willingness to work for oneself provided the work was unprofitable, to 
willingness to work for others provided no profit accrued. Looking- 
forward words, such as furthermore, moreover, are rarely seen in such 
writings as Rip Van Winkle, for they are more suitable to exposition. 
But looking-backward words are very common. There are the pronouns 
such as he, this, her, their, that appear everywhere; there are adverbs 
such as here and there, too and also; there are phrases such as of the kind, 
page 10, line 145; but most felicitous of all are the picking-up words. 
These are synonyms, or cognates in meaning or derivation, to some word 
or expression that precedes. Thus in line 145 "lectures" picks up "torrent 
of eloquence" in the preceding sentence; in line 180 "contents" refers to 
"newspaper" in line 178. Repetitions and parallel structure also help to 
secure coherence in the paragraph. Thus in the paragraph on page 9, 
the repetition in he would sit, he would carry, and he would never refuse, 
makes for coherence. Of great help in making a paragraph stick together 
is the summary sentence. It performs the function of the bottom of a 
bottle; it keeps the contents from dropping out. Examples from Rip Van 
Winkle are found in Payne, page 10, lines 111-113; and page 15, lines 
304-308. 



COURSE OF STUDY FOR HIGH SCHOOLS 43 

The Sentence 

I. Aim : 

A. To make the student sentence sure through mastery of the 
idea of completeness in the sentence (unity) . 

B. To break down improper, weak coordination and to bring- 

about good coordination and subordination in the form of the 
sentence according to the relationship of the ideas to be 
expressed (coherence). 

II. Points of attack: 

A. Use of Ward, especially in regard to the verbal, the relative, 
and punctuation. 

B. Analysis of sentences : In attacking any sentence, before 
analyzing, or correcting, or construing, always begin as follows : 

1. Remove subordinate clauses (or clause) . 

2. Find main verb. 

3. Find subject of main verb. 

4. Find complement of main verb. 

5. The point in question : namely, the construction of a word 
or the correction of an error. 

Whenever the teacher perceives that the class does not 
understand the meaning of a sentence in English, history 
or any other subject, he should approach the sentence as 
above. 

C. The study of the principles of unity and coherence and the 

correction of sentences from Clippinger. 

D. The construction of original sentences involving the principles 
of unity and coherence. In assignments, the teacher should 
usually require the illustration of two or more principles in 
one sentence so as to avoid such useless type of sentence as 
"I see a dog." 

E. The correction of sentences from students' compositions: This 

step is most important. Almost daily some sentence should be 
revised with a student working before the class at the board. 
The following process is recommended: 

1. Sentence for correction: Everybody looks out for their 
pocketbooks. 

2. The error is one of coherence. It is due to faulty agreement. 

3. Remedy: Change "their" to agree with its antecedent 
"everybody" in number. 

4. Revised sentence: Everybody looks out for his pocketbook. 

F. Correlation with punctuation. 

See Clippinger, chapter VI. Punctuation. 

III. Texts: 

Sentence and Theme, Ward. 

Written and Spoken English, Clippinger, chapter V. 

Sentence structure: Chapter VI, punctuation; chapter VII, the 
use of sentence parts; chapter XIV, capitalization and punc- 
tuation; chapter XV, connectives in sentence structure. 



44 COURSE OF STUDY FOR HIGH SCHOOLS 

IV. Unity Outline. Stress the elimination of these three violations 
of unity: 

A. The run-on sentence: i. e., the running of two sentences into 
one, or the socalled "comma blunder," Clippinger, pages 
177, 178. 

1. Methods of revision: 

a. By punctuating as two sentences. 

b. By the proper placing of a semicolon. 

c. By subordinating some part. 

B. The fragment sentence: i. e., the punctuation of a dependent 

clause, a phrase, or a nondescript group of words as a com- 
plete sentence. Here apply the outline in II B above. See 
Clippinger, pages 157-160; 455, 456. 

C. Rambling sentence: i. e., the and — and — and sentence. 
See Clippinger, pages 160-162. 

V. Coherence- Outline : 

A. Through proper arrangement. 

Parts closely related in thought should be placed near together. 
Special care should be given to the position of "only." The 
parts of the correlative conjunction should precede like con- 
structions. See Clippinger, pages 172, 173 and 461-463; 474- 
479. 

B. Through proper agreement: 

1. In pronouns. See Clippinger, 204-212; 479, 480. 

a. A pronoun should stand as close as possible to its 

antecedent. 

b. A pronoun should agree with its antecedent in gender, 
number, and person. Its case depends upon its use 
in its clause. 

c. The antecedent of a pronoun should be unmistakable. 

d. A relative pronoun acts as a connective; hence no other 
conjunction should beused with it for junction with 
the antecedent clause. See Clippinger, pages 450, 451. 

e. A relative clause within another relative clause should 
be avoided. 

f. The best usage demands a one-word antecedent for a 
relative pronoun, 

2. In participles: See Clippinger, pages 163-171, 474-477. 

a. Participles should not be used without a base word. 

b. A loose participial phrase at the end of a sentence 
should be avoided. 

3. In verbs: See Clippinger, pages 195-204; 463-465. 

a. The verb must agree with the subject in number. 

b. Unnecessary shift in voice or tense should be avoided. 

C. Through proper connection: 

1. The part of the thought which is subordinate should be 
put in subordinate form. This' is very important. Too 
much can scarcely be done if the thought relations are 
made the basis for construction or reconstruction. See 
Clippinger, pages 155-163; 440-447; 450-454. 



COURSE OF STUDY FOR HIGH SCHOOLS 45 



ENGLISH 4 

LITERATURE 

I. Gareth and Lynette: 

A. Teacher should introduce the work with a presentation of the 

Idylls as a cycle. Read to the class "The Dedication," "The 
Coming of Arthur," and "The Passing of Arthur," and tell 
the story of Guinevere, if it is not read outside. 

B. Library work and reports on chivalry, with other stories retold. 

C. Theme and its development with special reference to the 

allegory. 

D. Ethical import with definite applications to modern life. 

E. Character studies, especially contrasts, i. e., Arthur and 
Lancelot, Guinevere and Elaine, Gareth and Lynette. 

F. Beauty; imagery; specific phrases; melody; figures (review 

simile, metaphor, metonymy, alliteration, and onomatopoeia; 
introduce personification and apostrophe). 

G. Memorization: The Vow (from Guinevere), "I made them lay 

their hands in mine — until they won her." 

II. A Tale of Two Cities. (See introduction under Novel.) 

A. Preliminary reading or discussion of first few chapters, before 
assignment is made, to forestall indifference, eliminate diffi- 
culties, and arouse curiosity. Then allow students to read 
the book. 

B. Theme and broad lines of development. 

C. Ethical element with comparisons of modern situations. 

D. Character studies; motives, struggles, triumphs, types or 
individuals, victims. 

E. Visualization of vivid descriptions, actions, and dramatic 

incidents. 

F. Structure; plot as determined by characters or setting: sub- 

plot and its purpose; foreshadowing; mystery; suspense, 
climax, solution. 

III. Suggestions for further reading: 

A. Lancelot and Elaine. 

B. Guinevere (to be read with the study of the Idylls) . 

C. David Copperfield — Dickens. 

D. Oliver Twist — Dickens. 

IV. History of Literature — Long, chapter III (see notes under Eng- 
lish 3). Stress historical introduction, the Arthurian romances, the 
ballad, and the lyric. Correlate with the term classics, make assignments 
only after interest has been aroused. Analyze and condense paragraphs. 



COMPOSITION 

In English 4, narration and description are continued for sustained 
practice and drill. Exposition is introduced for special study followed 
by argumentation. Letter writing takes up new forms and involves 
additional practice and some new principles. Strive for correlation in 
applying the principles of unity, coherence, and emphasis, to the sentence. 



46 . COURSE OF STUDY FOR HIGH SCHOOLS 

the paragraph, and the whole composition, showing how the use of each 
of these principles in building the smaller unit is paralleled, in general, 
in the building of the larger unit. By relating all detailed instruction 
to the fundamental principles, and by occasional summaries, outlines, 
and diagrams, try to clinch each step in advance, making it, both in 
practice and in theory, an actual possession of the student. 

The Whole Composition 

Text: Clippinger, Written and Spoken English, chapters III, IV. 
(Omit debate.) 

I. Test for prevision and organization by use of the card system. 
(See Gathering and Arranging Material.) 

II. The principle of emphasis as applied to the sentence in this term, 
completing the initial study of the three principles of style in the sentence, 
is illuminating when applied to the whole composition. So, too, are the 
devices for coherence as summarized in review on the sentence. Especially 
helpful is the treatment, under the paragraph, of the introductory and 
transitional paragraphs. The study of cause and effect as a type of 
paragraph development, emphasized in this term, is especially applicable 
to exposition and argument. 

III. Exposition. 

Forms of discourse. (Review.) 

A. Narration : 

1. Aim, to tell a story. 

2. Key word, action. 

3. Subject matter, the action of a particular person or group 
of persons during a particular period of time. 

4. Definition. Narration is that kind of discourse that relates 
what particular persons or things did during a particular 
time. 

B. Description : 

1. Aim, to give a picture. 

2. Key word, appearance. 

3. Subject matter, a particular person or thing. 

4. Definition. Description is that kind of discourse that 
suggests how a particular thing appealed to the senses of 
the writer or speaker. 

C. Exposition : 

1. Aim, to make clear an idea. 

2. Key word, explanation. 

3. Subject matter, general or abstract ideas. 

4. Definition. Exposition is that form of discourse that 
explains general or abstract subject matter. 

D. Argumentation : 

1. Aim., to prove a proposition. 

2. Key word, conviction. 

3. Subject matter, a declarative statement called a proposition. 

4. Definition. Argumentation is that kind of discourse the 
chief purpose of which is to change the opinions of others 
so as to cause them to believe or to act as the speaker or 
writer wishes them to believe or to act. {Clippinger, 132.) 



COURSE OF STUDY FOR HIGH SCHOOLS 47 

IV. Types of Exposition : 

A. Exposition by definition {Clipping er, 79). 

1. Definition by synonyms. 

2. Definition by logic. 

3. Examples. 

4. Enumeration of details. 

5. Comparison. 

6. Contrast. 

7. Cause and effect. 

B. Exposition by division : 

The outline. See introduction, "The Outline/' also Clippinger, 
90, 246, 247. 

V. Letters: 

A. Notifying of change of address, Clippinger, 121. 

B. Requesting a recommendation, Clippinger, 123. 

C. Expressing appreciation of letter of recommendation. 

D. Inviting another school or a society of another school to hold 
a joint contest, Clippinger, 135. 

E. Making application for a position, Clippinger, 281. 

F. Requesting a statement of your account. 

G. Calling attention to an error in your account. 

H. An order, in tabular form, for books, Clippinger, 125. 

I. Request to a higher institution of learning for a copy of its 

catalogue. 
J. Of introduction, Clippinger, 353. 

The Paragraph 

I. Review of principles from English 1, 2, and 3, with writing of 
paragraphs. 

II. Analysis of paragraphs from the third chapter of Long, Tale of 
Two Cities, and other term classics. Especial attention should be given 
here to the condensation of the paragraph into one sentence. The con- 
densed sentence is no mere rehash, but a carefully composed resume of 
the main thought of the paragraph. 

III. The introductory paragraph: 

A. Usually short; often only one sentence. 

B. Sets plan of whole composition. 

C. Easy bridge to subject: An example of an introductory para- 

graph appears in Payne, page 382. 

IV. Transitional paragraph: 

The transitional paragraph performs the same function in the 
composition as a whole that the transitional device does in the 
single paragraph. It harks back and looks forward. It is of par- 
ticular use in exposition and argumentation. An example of this 
kind of paragraph appears in Payne, page 40. 

V. Types. 

A. Old. (Review.) 

1. Particulars and detail. 

2. Comparison and contrast. 



48 COURSE OF STUDY FOR HIGH SCHOOLS 



B. New: Cause and effect. 

(See Payne, page 11, lines 152-164, for an example.) 

VI. Stress on summary sentence. 

See under English 2 and English 3. 

The Sentence 

I. Aim: To complete the mastery of sentence unity and coherence; 
to make a good start in sentence effectiveness through variety and 
emphasis. 

II. Texts: Written and Spoken English, Clippinger; The Century 
Handbook of Writing, Greever and Jones. 

III. Review of unity and coherence: 

A. Points of attack. See English 3, The Sentence II. 

1. Through use of exercises from The Century Handbook. 

2. Through analysis of such sentences from term classics as 
need analyzing to be understood. 

3. Through writing of original sentences. 

4. Through correction and revision of sentences from students' 
themes. 

IV. Unity (to be memorized) : 

A. The run-on sentence (comma splice), The Century Handbook, 

18 and 19 A. 

B. The fragment sentence, ibid., 1, 2, 9 and 16. 

C. The rambling sentence, ibid., 12. 

V. Coherence (to be memorized) : 

A. Through proper arrangement: 

The Century Handbook, 24, 27, 28, 29 C. 

B. Through proper agreement: 

1. In pronouns: 

a. A pronoun should stand as close as possible to its 
antecedent; ibid., 20. 

b. A pronoun should agree with its antecedent; ibid., 33. 

c. The antecedent of a pronoun should be unmistakable 
(not ambiguous), ibid., 21, 29 A. 

d. A relative acts as a connective; ibid., 17. 

e. A relative clause within a relative clause should be 
avoided. 

f. The best usage demands a one-word antecedent for a 
pronoun; ibid., 22. 

2. In participles: 

The dangling participle; ibid., 23, 29 B. 

3. In verbs: 

a. The verb must agree with its subject in number; ibid., 
33, 39 C, 52 C. 

b. Unnecessary shift in voice and tense should be avoided; 
32, 33, 39 B and C, 55 C. 



COURSE OF STUDY FOR HIGH SCHOOLS 49 

C. Through proper connection: 

1. The part of the thought which is subordinate should be 
put in subordinate form; ibid., 12, 13, 19 D and 42. 

2. The compound sentence should be used with the greatest 
care; ibid., 14, 19 C. 

3. An accurate conjunction should be sought to express the 
relation; ibid., 36 and 39 D. 

VI. Emphasis in the sentence: 

A. Points of attack: 

1. Through original sentences imitating models to be found in 
A Tale of Two Cities. 

2. Through original sentences satisfying certain definite 
assignments. 

3. Through reconstruction and substitution : The material for 
this work is to be taken from the students' compositions 
and from The Century Handbook. 

4. Involving especially: 

a. Synthesis. For the purpose of reducing monotonous 
predication, select sentences from students' themes. 
Have these combined in various ways; for example, of 
two sentences one may be reduced to a relative clause, 
or a participial or a prepositional phrase; it may be 
made into a noun clause. 

b. Mutation. For the sake of securing sentence variety, 
have changes made from word to phrase or clause ; from 
phrase to clause or word; from clause to phrase or word. 

B. Devices for securing emphasis: The Century Handbook, 49. 

1. Placing important idea in important position : The Century 
Handbook, 40, 41, 42. 

2. Periodic form; ibid., 43. 

3. Climax; ibid., 44. 

4. Balanced sentence; ibid., 46. 

5. Use of the active voice; ibid., 46. 

6. Repetition; ibid., 47 and B, 48 A. (Very important.) Drill 
long and often on series in word, phrase, clause, sentence. 

7. Variety; ibid., 48 B. 

VII. Punctuation : Review. 

Especially punctuation of restrictive and nonrestrictive phrases 
and clauses. (See Ward.) Also punctuation of the possessive of 
the compound sentence; of series. 

VIII. Spelling: Review lists from Ward. 

ENGLISH 5 
LITERATURE 

I. Antigone — Plumptre's Translation (at discretion of teacher). 

A. Religious origin and Greek stage (by teacher) . 

B. Mythological background. 

C. Simplicity. 

D. No technical analysis. 



50 COURSE OF STUDY FOR HIGH SCHOOLS 

II. The English drama. 

A. The Mystery Play. 

1. Its nature and origin. 

2. The Deluge (Everyman's edition). (At discretion of 
teacher.) (Not for detailed study.) 

B. The Morality Play. 

1. Its place in the development of the drama. 

2. Everyman. (At discretion of teacher.) (Not for detailed 
study.) 

C. Shakespeare (three plays). (See introduction under Drama, 

also II, in English 3.) 

1. Julius Caesar. 

a. Theme and its development in tragedy. 

b. Character studies; contrasts and foils, Brutus and 
Cassius; Caesar and Antony; motives, especially in 
Brutus and Cassius. 

c. Political situations in comparison with modern affairs. 

2. The Merchant of Venice. 

a. Theme and its development through a combination of 

four stories, or 
A Midsummer Night's Dream, 
a. Theme and its light treatment in fairy element. 

3. Twelfth Night. 

a. Especial attention to character, or 
The Tempest. 

a. Theme. 

b. Character: Nobleness, naturalness. 

c. Lyric quality showing Shakespeare's farewell. 

D. Comus (if time permits). 

1. Preliminary interpretation by teacher. 

2. Characteristics of the masque. 

3. Ethical teaching with applications. 

E. The Rivals (if time permits, for rapid reading only) . 

III. Suggestions for further reading: 

A. The Piper — Peabody. 

B. The Blue Bird— Maeterlinck. 

C. The Servant in the House — ^Kennedy. 

D. Sherwood — Noyes. 

E. Chanticler — Rostand. 

F. Milestones — Bennet and Knoblauch. 

G. The King's Threshold. 

H. The Old Lady Shows Her Medals — Barrie (in Echoes of the 
War and Current Opinion, July, 1917) . 

IV. History of Literature — Long, chapters IV and VI (see notes 
under I and III, English 3). Study the history of the several periods. 
Make outlines (see Outlining under Introduction). In chapter IV, interest 
the class in Chaucer by reading to them from his prologue. Make brief 
reference to Langland and Wyclif. In chapter V touch on the Utopia 
and on the Morte d' Arthur. In chapter VI analyze the paragraphs on 
the comparison between Chaucer and Spenser. Omit the minor writers. 
Study the origin of the drama in connection with the term classics and 



COURSE OF STUDY FOR HIGH SCHOOLS 51 

readings. Stress Shakespeare. Do little with his successors, or with 
the prose writers. Take time to read one or two of Bacon's short essays 
to the class. Analyze and condense many paragraphs and note how 
Long makes transitions lietween them. 

COMPOSITION 

The course in composition does not attempt to dispose of any one form 
of discourse or any one principle of composition or quality of style at a 
single stroke. Rather, the subject is attacked again and again, until the 
habit of right usage is established. The treatment of any topic does not 
involve mere repetition, however; it is cumulative, leading from simple to 
complex, and from elementary to advanced forms. In the four terms of 
the first two years, practically the whole field of composition has been 
covered in an elementary and constructive fashion giving the student 
who progresses thus far a working acquaintance with the elements of 
good usage and the principles of style. 

In English 5 the newspaper and periodical are studied in class, both 
for the purpose of recognizing and practicing the various forms of 
expression, such as the editorial, the news report, the book review, and 
the short story, and for the purpose of establishing standards of judging 
the value of a periodical. An elementary scheme of news writing is out- 
lined for those schools which have a school paper or a contributing staff to 
the local paper. The editorial is treated as a form of journalistic 
exposition. 

The Whole Composition 

Text : Clippinger, Written and Spoken English, chapter IX. 

I. Themes that show organization and articulation — careful prevision 
and nice joining together. 

II. Keep stressing the three fundamental principles, unity, coherence, 
and emphasis, as applied to each new type of discourse taken up — in this 
term exposition in the form of the news article and the editorial. 

III. Letters. Letters of inquiry (various specified types) , Clip- 
pinger, 279, 280, 352, 353; letters of application. Ibid. 281, 282; letters of 
request. Ibid. 283; letters of gratitude, Ibid. 283, 284; letters of informa- 
tion. Ibid. 354; letters of introduction. Ibid. 355. 

IV. News Writing. Where the teacher finds that facilities or 
resources for effectively handling news writing are not favorable, and 
prefers to teach dramatic writing (conversation, dialogue, and drama) , 
she may substitute from chapter XI in Clippinger the study of drama 
for the study of news writing as set forth here and in chapter IX, Clij)- 
pinger. In this case study carefully the drama in the Introduction and 
Plot in English 3. 

Unless some periodical is available for publishing the best school 
news written by students in news writing, it is not worth while to take 
up this work. The local newspaper and a school paper are the periodicals 
most frequently employed. 

Success in publishing news written by students depends upon their 
honest efforts to learn what news is and how to gather and write it in 
exact and simple form for the press. The flippant, insincere, shallow. 



52 COURSE OF STUDY FOR HIGH SCHOOLS 

opinionated and half -developed news story, too often written for amuse- 
ment, will soon cause rejection of school news in the local paper and kill 
the school periodical that publishes it. 

News interests many persons by telling them something they wish or 
ought to know, or by arousing some emotion. By putting self in the place 
of the prospective reader one may select news from the myriad school 
happenings with at least some degree of real success. 

A. News Materials. Students may be trained to look for news 
materials in: 

1. Student Affairs: (a) enrollment, (b) offices, (c) activ- 
ities, athletic, social, etc., (d) promotion, (e) unusual dis- 
tinctions — special assignments, position in club, committee 
assignment, etc., (f) unusual accomplishment. 

2. Faculty: (a) personnel, (b) staff positions, (c) special 
fitness for position when first employed, (d) public 
addresses and other activities. 

3. School Board: (a) meetings, (b) policy for betterment of 
school work, etc. 

4. School building and ground. 

5. Parent-teacher meetings, officers and activities. 

6. Distinguished speakers and other visitors. 

7. Anything unusual, if creditable to school. 

8. Anything else of value to school and interest to readers. 

B. Collecting the News: 

1. Seeing the events or conditions, (observation), (a) Per- 
sonal observation is much the best method of reporting, 
(b) Train the student to see completely and note accurately 
all essential phases of the events or conditions, (c) Get 
names, initials, and spelling just right — very hard to do. 
(d) Get facts straight and entirely free of opinions and 
rumors — editors will attend to the opinions and the village 
gossips to the rumors, (e) Identify all important persons 
mentioned by exact residence, position, title, if any, and 
be sure to get these straight, (f ) In quoting oral or writ- 
ten material get the quoted matter right. If the exact 
words can not be recalled, make the quotation indirect. 
Usually one or two choice sayings should be quoted. 

2. Interviewing others who saw them. 

3. Reading reports, records, and other documents. 

C. Organizing the News Story: 

1. The lead, (a) Study carefully all news materials collected 
to find the most important fact noted. It will be the first 
thing written and is called the lead, (b) The lead will tell 
who or what did, received, or was something; what was 
done, etc. ; when ; where ; and possibly why, how, with 
what effect, etc. (c) The most important one of these lead 
elements will make the "feature." Finding it, called "pick- 
ing the feature," is essential to the success of the story. 
The news writer should be thinking over the lead and the 
feature while going from where he gathered to where he 
will write his news. 



COURSE OF STUDY FOR HIGH SCHOOLS 53 

2. The body, (a) The body explains the lead by giving minor 
facts in the order of their importance, (b) After having 
selected the lead the news writer should think out the 
relative order of importance of the remaining facts. A 
note of these in order will form the outline for the story. 

D. Writing the News Story: 

1. Literary requirement, (a) Simple style. (Style is largely 
the materials — words — used to convey the meaning.) Ac- 
curate, short, snappy words conduce to simple style; high- 
. sounding words to florid style; technical words to technical 
style; slangy words to slangy style, etc. Avoid "bromides" 
— such as "took his departure" for "left." (b) Clear and 
forcible structure. (Structure is largely how the materials 
are put together). Peculiarity. Precedence of the import- 
ant is the only difference between good English and good 
newspaper English. Put the most important paragraph 
first, the most important sentence — ^the lead — first in the 
paragraph and the most important word — the feature — as 
near the front as possible; it must appear in the first six 
words. Principles. Together the style and structure must 
secure unity, coherence, and emphasis. The story must not 
only be exactly true, but it must be clear and forcible. Short 
words — if word is spelled two ways use the shorter — short 
sentences, short paragraphs, short stories, will help, 
(c) Capitalization and punctuation — Never use either 
capital letter or punctuation mark without knowing where 
it is required. If in doubt, don't. 

E. Mechanical Preferences: 

Use of typewriter. Copy paper, 8% inches wide, written on 
one side. First paragraph of story, 3 inches from top of 
page. Unmistakable paragraphing. 

F. Illustration of Narrative Composition Treated as News Story. 

Narrative composition — The Lyceum Syndicate has offered 
the School Board of this , district a contract calling for the 
payment by the board of three hundred dollars for a series of 
six entertainments to be supplied by the syndicate within the 
year. The contract provides that the dates are to be selected 
by the manager of the syndicate, and that every pupil must 
buy at least two tickets for each entertainment, one of which 
must be presented at the door by the pupil purchasing it. The 
other ticket or tickets purchased must be sold and their price 
turned in at the door. The board was unable to persuade the 
agent of the syndicate to modify these provisions, and voted 
to reject the contract. 

(Note that the thing most important to the readers — rejection 

of contract — is not learned till the end of the composition. In the 

news story this becomes the lead.) 

News story — The Lyceum Syndicate contract calling for 
the payment of $300 by the School Board, for a series of six 
entertainments has been turned down with a bang. It pro- 
vided that the dates of entertainment be selected by the 



54 COURSE OF STUDY FOR HIGH SCHOOLS 



manager of the syndicate, and that every pupil buy at least 
two tickets for each entertainment. One must be used by the 
pupil and one or more sold. The school board was unable to 
get these provisions changed. 

(Note that the lead gives all the vital information. The sentences 
following it merely explain the lead, and may be cut out without 
destroying unity. If crowded for room the publisher would cut off 
the last sentence first, then tlie next to the last, etc., till he reached 
the lead. Isn't it interesting to have a unit, then slash it in this 
way and still have a unit?) 

High School Text — Journalism for High Schools, Charles 
Dillon, news editor, Topeka Capital Journal, published by 
Lloyd Adams & Noble, N. Y. 

V. Editorial Writing: 

A. Differentiation from news item: 

1. News item — an announcement of a happening. 

2. Editorial — a comment on the significance of that happening. 

B. Purpose : 

1. To mold public thought by persuading readers to think as 
editor does. 

2. Often definitely aimed to direct public action. 

C. Style: Serious, humorous, satirical. 

D. Spirit: Fair and sincere; or prejudiced. 

E. Treatment: 

1. Constructive : 

a. News item (a bridge) . 

b. Theme — statement of "problem." 

c. Clearing away of objections. (Connect with principles 
of argumentation and persuasion.) 

d. Solution. 

e. Conclusion. 

2. Destructive : 

a. News item (a bridge). 

b. Statement of positions (problem for solution) : 

(1) Of opponent. 

(2) Of writer. 

c. Exposition of writer's position. 

d. Refutation. (Connect with principles of argumenta- 
tion and persuasion.) 

e. Conclusion. 

3. Illustrative. (Either constructive or destructive; pre- 
ponderatingly illustrative) : 

a. Statement of problem. 

b. Proof by example or incidents. (Connect with prin- 
ciples of argumentation and persuasion.) 

c. Conclusion. 

F. Value: 

1. Cultivation of judgment. 

2. Seeing significance of events. 

3. Selection of pertinent point. 



COURSE OF STUDY FOR HIGH SCHOOLS 55 

The Paragraph 

I. Review of paragraph principles with stress on .relevancy of 
material, avoidance of wordiness (see Clippinger, page 84 on "iteration") , 
and sufficiency of development. 

II. Paragraph analysis; e. g., from Long with stress on how to study 
topically. 

III. The transitional paragraph and how Long manages it. 

IV. Subpoints. The class should pay particular attention to finding 
subpoints in paragraphs from Long; also frequently the teacher should 
present a topic sentence to the class for division into subpoints. The 
process should be kept up throughout English 5 to 8. 

V. The expository paragraph: Most of the paragraphs written this 
term should be of the expository type. The teacher should master 
thoroughly the characteristics of exposition as laid down in Clippinger 
and see to it that the class understands them. It is important for the 
students to realize thoroughly that exposition deals with general traits. 
A good way to make clear the nature of this form of discourse is by 
comparing it with description. Description is emotionalized exposition. 
To illustrate: Let us choose the subject of mince pies. I might recount 
how mince pie is made, any mince pie, by any cook, in any kitchen — that 
would be exposition; or I might choose an emotional point of view that 
would aim to recall to you the mince pies your mother used to make. In 
that case all the cold facts of the process become vitalized with feeling: 
The apples are no longer any apples but Rhode Island Greenings from 
the old farm; the spices are concocted by no rule of domestic science but 
by the infallible intuition of mother; the liquor comes from no counter 
but from the family cellar; and finally when the pie comes to the table 
smoking hot from the warming oven, marked with T. M. for " 'Tis mince," 
then — that would be description. 

The Sentence 

I. Aim: To assure force in the sentence through inversion, trans- 
position, elimination of redundancy, enlargement and refinement of 
vocabulary. 

II. Sentence Structure: 

A. Review of unity, coherence, and emphasis from English 3 and 4. 

Note particularly the instructions under "points of attack." 
Keep up exercises in sentence synthesis and mutation. 

B. Sentence analysis. To be used for arriving at meaning of 

difficult passages in term classics. 

C. Condensed sentences. Condensation of paragraphs from Long 

and passages from term classics. 

Not a hazy giving of substance of passage in student's own 
words but a carefully wrought-out sentence. 

III. Grammar of the Sentence: 
A. The Verb: 

1. Review of Ward's test for transitive and intransitive. 

2. Review of tense signs and of formation of tenses. 



56 COURSE OF STUDY FOR HIGH SCHOOLS 

3. Review of verbals from Ward. 

4. Stress on principal parts of verbs and misused forms. 
Clippinger, pages 199-204. 

B. Nouns : 

Review of formation of possessives and plurals. 

C. Pronouns: Clippinger, pages 204, 212. 

D. Adjectives and adverbs. Clippinger, pages 212, 217. 

E. Conjunctions: Review of classification. 

IV. Punctuation. To be handled on basis of student errors. Do 
much board work. 

V. Spelling. Hit hard at any misspelling of words found in Ward's 
lists. 

VI. Correct usage. Clippinger, pages 230, 239; The Century Hand- 
book, sections 60-64, 69 A and B. 

ENGLISH 6 
LITERATURE 

I. Essay on Burns and poems in the Ginn & Company edition. 

A. See Introduction under Essay. 

B. Ethical quality and human appeal. 

C. Estimates of a man's worth. 

D. Treatment of poetry as an expression of sincerity of author. 

(Established standards for judging poetry and use in read- 
ing of modern poetry.) Compare modern poets, Brooks, 
Seeger, with Burns. 

E. Model for more formal essay. 

II. Macbeth. 

A. See Introduction under Drama and outlines in III under 
English 5. 

B. Develop the quality of tragedy as it results from motives and 

action; stress Nemesis. 

C. Character studies and contrasts, especially Macbeth and Lady 

Macbeth, Macbeth and Macduff, or 
Hamlet. 

A. Theme and the justification of its treatment. 

B. Stress on subjective development in character. 

C. Development of Nemesis. 

III. Sir Roger de Coverly Papers. (Suggested selections: The 
Spectator, No. 1; The Spectator Club, No. 2; Sir Roger's Servants, No. 
107; Sir Roger and Will Wimble, No. 108; Sir Roger's Ancestors, No. 
109; Sunday with Sir Roger, No. 112; Sir Roger in Love, No. 113; Moll 
White, the Witch, No. 117; Country Manners, No. 119.) 

A. See Introduction under Essay. 

B. Study characters, especially method of treatment. 

C. Humor and satire. 

D. Manners and customs. 

E. Characteristic of informal essay. 

IV. Suggestions for further reading. (This should be done out of 
class, but with direction from and help of teacher. The list is merely 



COURSE OF STUDY FOR HIGH SCHOOLS 57 

suggestive and should not be considered as a part of the required work. 
In no case should it be given if the time is needed for composition and 
form work.) 

A. The Vicar of Wakefield. (See Introduction under Novel.) 

1. Preliminary work in class. 

2. Time for reading. 

3. Discussion, 

B. Dr. Jekyll and Mr. Hyde. (See above and Introduction under 

Novel.) 

1. Dual personality. 

C. Essay and Essay Writing. (The Atlantic Company, publisher.) 

(These are modern informal essays that may serve as good 
supplementary work with the Sir Roger de Coverly Papers 
and as models for composition. They are good material for 
the teacher to read to the class.) 

D. Poems illustrating works in Long: 

1. L' Allegro and II Penseroso: 

a. Teacher present them as wholes showing contrasting 
nature, form, pictures, and significance in period. 

b. Works on mythological references. 

c. See Maxfield Parrish illustrations in Century Magazine, 
December, 1901. 

2. Elegy — Gray : 

a. Teacher present as an expression of romanticism. 

b. Brief reference to figures. 

E. Poems of the Great War. (These may well be used after the 

study of the Burns Essay and poems. If the poems are acces- 
sible pupils may read or give reports on them; if not accessible 
to the class the teacher can read them. 
Smith of the Third Oregon — ^Mary Carolyn Davis. 

(Also known as "Autumn in Oregon." May be found in 

the volume "Drums in Our Streets" and in McClure's, 

October, 1918.) 
The Spires of Oxford — Winifred M. Letts. 

(In a Treasury of War Poetry — Houghton-Mifflin, p. 87.) 
Vive La France! — Charlotte Holmes Crawford. 

(In a Treasury of War Poetry, p. 31.) 
Fleurette — Robert W. Service. 
In Rhymes of a Red Cross Man, and also in 

A Treasury of War Poetry, p. 215.) 
The Soldier — Rupert Brooke. 

(In A Treasury of War Poetry, p. 152.) 
Champagne — 1914-1915 — Alan Seeger. 

(In A Treasury of War Poetry, p. 160.) 
I Have a Rendezvous With Death — Alan Seeger. 

(In A Treasury of War Poetry, p. 151.) 
In Flanders Fields — Col. John McCrae. 

(In The Ladies' Home Journal, November, 1918.) 
In the Midst of Them — Margaret Bell Merril. 

(In School Service.) 
Old Glory— Riley. 
America for Me — Van Dyke. 



58 COURSE OF STUDY FOR HIGH SCHOOLS 

V. History of English Literature — Long, chapters VII to IX. (See 
Introduction; also under English 1-5.) Keep up paragraph analysis and 
condensation, outlining, and study of transitions. Stress history of 
periods and literary characteristics. In chapter VII omit the minor 
authors. Stress Milton and Bunyan. Have reports on Comus, U Allegro 
and II Penseroso, on Paradise Lost, and Pilgrim's Progress. In chapter 
VIII touch on Dryden and Pepys. In chapter IX touch on Pope, Swift, 
Johnson, Burke, Gray, and Goldsmith. Stress Addison and Burns and 
Defoe. Without much attention to minuteness bring out the salient 
features on the rise of the novel. Have the Vicar of Wakefield completed 
as supplementary reading after two or three days' preliminary work in 
class. 

COMPOSITION 

The Whole Composition 

Text: Clippinger, Written and Spoken English, chapter X. 

I. Themes calling for several paragraphs, involving organization 
through an outline, with main topics and subtopics. 

II. Continued attention to the observation of the fundamental prin- 
ciples of style — unity, coherence, emphasis. 

III. Note the detailed parallel drawn between the paragraph and the 
essay as set forth under the Paragraph in this term. 

IV. The Essay. Definition: "The essay is a short piece of discourse 
not intended to be a complete and exhaustive treatment of a subject but 
an expression of personal opinion. Its chief value lies in the original and 
interesting point of view of the author." 

A. Characteristics of the Essay: 

1. Chiefly expository. 

2. May employ narration and description. 

3. Style is important — individual, artistic. 

4. Structure not important, as in story, drama, etc. 

B. Treatment of Essay: 

1. Formal; e. g., Carlyle's Essay on Burns; Macaulay, Bos- 
well's Life of Johnson. 

a. Subject matter: Serious, involving problem or truth 
calling for reflection. 

b. Purpose : To inform and interest as well as to entertain. 

c. Plan: Has organization and definite plan of its own; 
but is not bound by structural limitations like the 
drama, novel, or story. 

d. Style: Analytical, formal, more or less elevated. 

2. Informal; e. g., Lamb's Roast Pig, Poor Relations; Addi- 
son's Sir Roger De Coverly. 

a. Subject Matter: Current issues and customs; personal 
reflections or recollections; whims, vagaries, etc. 

b. Purpose: To entertain and stimulate; to state opinion 
by gentle irony or playful argTiment; to exhibit follies 
and thereby suggest reform. 

c. Style: Informal, individual, graceful and easy. 



COURSE OF STUDY FOR HIGH SCHOOLS 59 

C. Types of the Essay: 

1. The speech, on occasions, e. g., the toast. 

2. The lecture, address, or oration (formal essay). 

3. The literary criticism, Clippinger, 307-324. 

4. The editorial, Clippinger, 264-266. 

5. The book review. 

6. The biography, Clippinger, 300-305. 

7. The character sketch. 

D. Types to be specifically treated this term: 

The biography or character sketch and the book review or 
literary criticism. Both to be treated in the manner of 
informal essay. The formal essay not to be attempted as 
original composition. 

1. Biography or Character Sketch, Clippinger, 300-305: 

a. Problem for solution : 

To avoid the purposeless enumeration of mere facts, 
and to insure a clear and definite object for the selec- 
tion of significant details, choose some one central idea 
as the "problem" of the biography; e. g.; 
The effect of the man's life on his age or enxironment. 
His philosophy of life. 
His ideals, or life purpose. 
His handicaps or hardships. 
His services or accomplishments. 
His character or personality. 
His position in life. 

b. Solution of the problem: 

By rejection of all irrelevant facts. 

By inclusion of all relevant and significant facts. 

By obedience to the principles of unity, coherence, and 

emphasis. 
By an attitude of truthful, appreciative but not merely 

eulogistic interest in your subject. 
. c. Conclusion : The clinching of the purpose for which the 
sketch is written; to show some distinguishing char- 
acteristic of the per£5on written about. 

2. The Literary Criticism or Book Review. 
Types : 

a. The appreciation. 

b. Interpretative criticism. 

c. Judicial criticism. 

d. Impressionistic criticism. 

e. Biographical criticism. 

f. Philosophical criticism. 

Treatment. Like the biography, the book review should 
involve a definite problem, and a thorough plan of 
developing it: 

a. Know the book. 

b. Analyze it. 

c. State your problem. 



60 COURSE OF STUDY FOR HIGH SCHOOLS 

d. Develop this problem honestly, fairly, but enthus- 
iastically by rigidly using the principle of selec- 
tion; using situations, characters, or quotations from 
the book to substantiate your statements. 

e. Give your personal reaction on the book. 

f. Keep your audience and your purpose in mind. 

The Paragraph 

I. Review of previous principles. See English 5 under the paragraph 
with stress on subpoints and the expository paragraph. 

II. Study of the paragraph as the seed out of which grows the essay. 
Whoever understands the paragraph will be ready for the essay. The 
topic sentence corresponds to the theme. Both state a problem for solu- 
tion. The topic sentence divides into subpoints; the theme into larger 
divisions. An expanding sentence makes for ease in the development of 
the paragraph; a bridge is needed to make an easy opening for the 
essay. The paragraph fails if the details are not specific; the essay, too, 
must be packed with concreteness. That it may not fall flat the 
paragraph must be made up of significant details; the essay, no less, 
demands the inclusion of what is worth while. Both must have their 
several parts linked by all the devices of coherence. Above all, the writer 
must keep the audience in mind; hence come purpose, mood, point of view, 
interest, and variety. Let the student sow his seed in his mastery of 
paragraph technique; he shall see it flower forth its consummation in 
the essay. 

The Sentence 

I. Aims : 

A. To eliminate faulty diction. (See The Century Handbook, 

65, 66, 69 C and D.) 

B. To become more specific. Correlate with paragraph work. 

(See The Century Handbook, 63.) 

II. Continuation of work in synthesis and mutations. 

III. Analysis or paraphrasing of difficult sentences from term 
classics for the purpose of arriving at the meaning. 

IV. Derivations: Clippinger, pp. 481-487. 

V. Punctuation: Based on students' themes. 

VI. Pronunciation. Clippinger, pp. 487, 488. 

VII. Spelling: Keep on with Ward's Lists. Interest the other 
teachers of the school in maintaining uniform spelling requirement. 

ENGLISH 7 
LITERATURE 

1. Payne's Literary Readings: 

A. Irving, p. 26. 

B. Bryant, pp. 56-67. 

C. Whitman, pp. 87-97. 



_J COURSE OF STUDY FOR HIGH SCHOOL S 61 

D. Emerson, pp. 101-142. 

E. Longfellow, pp. 256 and 265 (at least) . 

F. Whittier, pp. 294, 296, 299. 

G. Holmes, pp. 301-319. 
H. Thoreau, pp. 325-331. 
I. Lowell, pp. 344-372. 
J. Poe, pp. 419, 420, 422. 
K. Timrod, pp. 426-432. 
L. Hayne, pp. 434-437. 
M. Lanier, pp. 438-443. 
N. Miller, p. 505. 

0. Field, p. 510. 

P. Riley, pp. 512-516. 
Q. Moody, pp. 519-522. 

II. Memorize : 

A. Stanza VI of Lowell's Commemoration Ode. 

B. Lincoln's Gettysburg Speech. 

III. Suggestions for further reading: 

A. Mosses from an Old Manse— Hawthorne, or 

B. The House of Seven Gables — -Hawthorne. 

C. Evangeline — Longfellow. 

D. The Raven, Annabel Lee, The ]§ells — Poe. 

E. Each and All — Emerson. 

F. The Stirrup Cup — Lanier. 

(In a Little Book of American Poets — p. 192 — Rittenhouse 
—Houghton-Mifflin Co.) 

G. The Old Man and Jim— Riley. 

(In the Little Book of American Poets.) 
H. Democracy Today or Forum of Democracy. 

1. The Rise of Silas Lapham, Howells. 

IV. History of American Literature — Payne. 

COMPOSITION 

In English 7 the cumulative process of dealing with composition is 
exemplified in the study of argumentation. This form of discourse, the 
fourth to be studied, is now quite fully treated, with exercises in the 
drawing of briefs, and in the presentation of proof by inductive and 
deductive reasoning, and the effective characteristics of persuasion. 
Parliamentary law is discussed and practiced. Debate is an important 
feature of the work. The organization and composition of the long 
debate, involving library research and wide gathering of material, is the 
consummation of the study of argumentation. 

The Whole Composition 

Text: Clippinger, Written and Spoken English, chapter XII. 
I. Argumentation, the chief study of the term, calls especially for 
organization and for obedience to the principles of unity, coherence, and 
emphasis. It lends itself also to the fullest use of the card system in 
gathering and arranging material. 



62 COURSE OF STUDY FOR HIGH SCHOOLS 



II. Strive for ease and grace as well as correctness and accuracy. 

III. Relationship between argumentation and the other forms of 
discourse. (See English 4, this outline.) 

IV. Reasoning, an essential of argumentation and persuasion. De- 
fined, Clippinger, 389: 

A. Kinds : 

1. Inductive, Clippinger, 360. Reasoning from particular 
facts to a law. 

a. Do not draw conclusions from insufficient evidence. 

b. Test all evidence to see that it is true. Do not accept 
as true evidence that is not true. 

2. Deductive, Clippinger, 362. Reasoning from a law to a 
particular proposition. 

3. Judgment, Clippinger, 363. 

Judgment is the power of seeing relations between laws 
and particular facts and thereby (a) formulate a law from 
particular facts (inductive) or (b) arrive at a particular 
conclusion by comparing a fact with a general law 
(deductive). 

B. Process in Act of Deductive Reasoning, Clippinger, 363 : 

1. A law or general reason, stated or implied. 

2. A particular reason. 

3. The conclusion. (Example, Clippinger, 365). 

C. Errors in Deductive Reasoning, Clippinger, 365: 

1. Errors in the major premise, assuming that a law is true 
when it is not necessarily true. 

2. Errors in the reason: (a) giving a reason that is not true; 
(b) giving a reason that does not help prove the 
proposition. 

3. Errors in the conclusion, assuming that the conclusion is 
governed by the law when it is not necessarily governed 
by it. 

D. Forms of Deductive Reasoning, Clippinger, 369 : 

1. From cause to effect. (See The Paragraph, English 3, 4.) 

2. From effect to cause. 

3. By analogy, based on the principle that when one law 
is applied to two similar cases the conclusions should be 
the same, or similar. 

4. Reduction to the absurd; sometimes a form of analogy. 
Example, Clippinger, 371. 

V. Argumentation. Clippinger, 132-150. 

A. Definition, Clippinger, 132. 

B. Subject, general idea or term. 

C. The Proposition (corresponds to topic sentence) : 

1. Must be definitely and accurately stated. Clippinger, 143. 

2. Should comprehend the issues. 

3. Should limit the question. Clippinger, 144. 

4. Terms in proposition should be defined by agreement. 
Clippinger, 145. 



COURSE OF STUDY FOR HIGH SCHOOLS 63 



D. Methods of Argumentation : 

1. By reasoning (see above IV). 

2. By appealing to the emotions. 

E Evidence — Proof of the Proposition: 

1. Assertion is not evidence; it must be supported by logic, 
facts, or authority. 
F. The Issues : 

1. Points of controversy. 

2. The "special issue," the one reason upon which the argu- 
ment depends. 

VI. The Brief. Clippinger, 388. 

A. Definition. The brief is an outline or summary of the explana- 
tion and the evidence used in the argument. 

B. Principal Parts: 

1. Introduction: 

a. Tells how question arises, and gives all necessary mtor- 
mation for intelligent reading of the brief. 

b. Defines all terms. 

c. Notes points admitted by both sides. 

d. States the issues. 

2. Discussion (brief proper) : 

a. Main proposition. 

b. Supported by subordinate propositions. 

c. Which in turn may be supported by propositions of 
minor grade. 

d. Main divisions correspond to main issues. 

e. All divisions framed as complete statements.^ 

f. Transitions from main to subordinate and minor state- 
ments should be clearly expressed, usually by "for" or 
"because." 

g. Obeys the principles of unity, coherence, and emphasis. 
Coherence especially important. 

3. Conclusion: . ; 

Analyzes and summarizes the argument, with clinching 
statement of the conclusion. (Example of Brief, Clip- 
pinger, 390,391.) . 

The Paragraph 

I. Analysis and condensation of paragraphs in Long. 

II. Transitional paragraphs (see Long). . , ^,- • 
III Stress on argumentative paragraphs in connection with Ciippin- 

ger, chapter XII. Write a number of inductive and deductive paraigraphs. 

The Sentence 

I. Aims: To increase flexibility in sentence form and more effective 
use of words. 

II. Sentence structure. Stress on: , , , ^, 

A Mutation in sentence forms. Base work on students themes. 
Stress on parallel structure of series in word, phrase, clause 
and sentence. 



64 COURSE OF STUDY FOR HIGH SCHOOLS 

III. Review of unity and coherence. 

IV. Sentence analysis: As in English 5 and English 6. 

V. Punctuation : As in previous terms. 

VI. Spelling: As in previous terms., 

VII. Diction. Clipping er , pages 488-509. 



ENGLISH 8 

LITERATURE 

I. Wordsworth, Tintern Abbey. (In treatment of this and following 
groups see introduction under Poetry.) Compare Thanatopsis — Ode on 
Immortality (Palgrave, 370), To a Skylark (Palgrave, 295), Daffodils 
(commit), (Palgrave, 314). 

II. Keats, Ode to a Grecian Urn (Palgrave, 360). 
To a Nightingale (Palgrave, 302). 

III. Shelley, To a Skylark (Palgrave, 296). 
To a Cloud. 

IV. Tennyson, Bugle Song. 
Sweet and Low. 
Oenone. 

Flower in the Crannied Wall. (Commit.) 

Crossing the Bar (commit and compare with The Stirrup Cup, 
Lanier) . 

V. Browning (Ginn & Co.). The Year's at the Spring (commit). 

My Last Dutchess, or Andrea del Sarto. 
Rabbi Ben Ezra, or Saul. 
Home Thoughts from Abroad. 
Home Thoughts from the Sea. 

(Compare with Rupert Brooke's sonnet. If I Should Die, Think 
Only This of Me.) 

VI. Suggestions for further reading: 

A. Coleridge, Ancient Mariner (to be reread) . 

B. Byron, The Prisoner of Chillon. 

C. Kipling, If — ^Recessional — Mother o' Mine. 

D. Arnold, Dover Beach — Forsaken Merman. 

E. Thackeray, The Newcomes. 

F. Lamb, Dissertation on Roast Pig. 

G. Shakespeare, Hark, Hark, the Lark (Act 2, scene 3 — Cymbe- 
line). 

H. Johnson, To Celia. 

I. Moore, Believe Me, If All Those Endearing Young Charms. 

Sonnets. 
J. Shakespeare, When in Disgrace With Fortune and Men's Eyes 

(Palgrave, 11). 
K. Milton, When I Consider How My Light is Spent (Palgrave, 

81). 
L. Wordsworth, The World Is Too Much With Us (Palgrave, 359). 



COURSE OF STUDY FOR HIGH SCHOOLS 65 

M. Wordsworth, Milton, Thou Shouldst Be Living at This Hour 

(Palgrave, 262). 
N. Wordsworth, Earth Hath Not Anything to Show More Fair 

(Palgrave, 304). 
0. Sill, (Opportunity) This I Beheld or Dreamed It in a Dream 

(Little Book of American Poets, page 186 — -Rittenhouse — 

Houghton-Mifflin Co.). 
P. Browning, E. B., If Thou Must Love Me— How Do I Love Thee? 
Q. Thackeray, Henry Esmond or Vanity Fair. 

VII. History of English Literature — Long, chapters X, XL Stress 
historical and literary characteristics of periods. Keep on with outlining, 
with analysis, and condensation of paragraphs. In chapter X stress 
Wordsworth, Coleridge, Byron, Shelley, Keats, Scott, and Lamb with 
particular references to the classics of the times. In chapter XI stress 
Tennyson, Browning, Thackeray, Eliot, Dickens, and Carlyle. (Hark 
back to Silas Marner, Tale of Two Cities, and Essay on Burns of English 
3, 4, and 6, respectively.) Close with a rapid review of the whole book 
with stress on the periods, their characteristics and chief writers. 

COMPOSITION 

Attention in this closing term of the English course should be directed 
first to a review of the whole field in such a way as to disclose any 
essential gaps or weaknesses in the training of the class. As these appear 
vigorous effort should be made to round out and complete the training. 
This being accomplished, attention may be devoted to furthering the 
special tasks in composition that the members of the class may have 
under way, either for commencement events, student publications, or 
community activities. Book reviews, or reports in the form of literary 
criticism, covering books read in connection with the study of literature 
and the "suggestions for further reading," should be a feature of the 
work. Verse writing, in connection with the study of the poems assigned 
for English 8, may become a feature of the composition work where 
conditions are opportune. In any case, let the training of the term demand 
of students the fullest response in the essentials of organization, definite 
literary purpose, and conscientious workmanship. 

The Whole Composition 

Text, Clippinger, Written and Spoken English, chapter XIII. 

I. Review the principles of discourse (unity, coherence, emphasis) , 
and the qualities of style (clearness, force, fitness). 

II. Review the writing of the specific types of letters assigned in 
English 2, 3, 4, 5, especially letters of application and of business. 

HI. Review the forms of discourse, narration, description, exposition, 
and argumentation, including debate. 

IV. Take up the types of community addresses, newswriting, and 
other papers and speeches, that students are concerned with in their 
school and community life. Make this work individual and thoroughly 
practical. 

Sig. 3. 



66 COURSE OF STUDY FOR HIGH SCHOOLS 

V. Study Clippinger, chapter XIII, on Poetry, Figures of Speech, and 
Properties of Style, for use in composition inspired by the study of the 
poems assigned for English 8. Verse writing may accompany this study. 

The Paragraph 

I. Review of paragraph principles as in English 7. 

II. Writing of many short themes consisting of one or more 
paragraphs. These should illustrate the composition principles of the 
term; namely, book reviews. The subjects may include the term classics, 
but preferably should be restricted to current poems and books. In these 
themes the writer should take some problem for solution; namely, the 
thing about the book or author he wishes to put over to the reader. 
He should have his purpose clearly in mind; i. e., either to interest the 
reader to want to know more about the book or to save him the trouble 
of reading it. He must decide upon his point of view, whether to be 
serious, witty, sarcastic, playful. He must decide upon his audience, 
whether a women's club, a public gathering, the high school student body, 
or what not. Above all he must eliminate trivial details. For helpful 
models go to the Atlantic's Bookshelf in any number of the Atlantic 
Monthly. 

The Sentence 

I. Sentence structure, analysis, condensation, punctuation, spelling, 
as in English 7. 

II. Diction: The Century Handbook, 68. 

III. General review; ibid., 100 A to G. 



MATHEMATICS 

ALGEBRA 
General Suggestions 

I. All definitions should be explained by the teacher, formally 
memorized by the pupil and frequently applied. 

II. In all of the abstract work, drill is the essential feature. Much 
blackboard and seat work during the recitation period will secure accuracy 
and rapidity. The exercises in the adopted text should be supplemented 
by a large number from other texts. "Skill comes by doing," is nowhere 
more applicable than in acquiring facility in the abstract operations in 
the fundamentals of algebra. 

III. Before assigning work, introduced for the first time, the teacher 
should give sufficient insight into the operations to permit the pupil to 
approach the preparation of the lesson with some degree of confidence. 

IV. The progress of many pupils in the solution of thought-problems 
is slow and difficult. Yet progress is always possible if the pupil is 
first taught to express himself jn the language of algebra, and the 
problems are based on familiar ideas. Getting into the swing of the 
reasoning process may come slowly, but it will come surely if the teacher 
patiently illustrates, where the ideas are obscure. 



COURSE OF STUDY FOR HIGH SCHOOLS 67 

The following apportionment of the text by weeks, is suggestive only, 
as the previous preparation of the pupils, and their aptitude for the 
subject, must modify the distribution of the time: 

New High School Algebra 

1. Pages 1 to 34. 
2-3. Pages 34 to 54. 
4-9. Pages 54 to 96. 

10-11. Pages 96 to 111. 

12-18. Pages 111 to 154. 

At the end of the eighteenth week, a pupil should be able to recognize 
at sight, the different types of factoring, and have a secure grasp of their 
forms and methods. Without such technical skill, progress in the subject 
must be difficult. 

19. Pages 154 to 160. 

20-24. Pages 160 to 185. 

25-29. Pages 185 to 206. 

30-31. Pages 206 to 221. 

32-36. Pages 221 to 244. 

37-44. Pages 244 to 280. 

45-47. Pages 280 to 297. 

48-54. Pages 297 to 350 and pages 381 to 386. 

(Omit pages 297 to 303, inclusive.) 

With the average class, the remaining portions of the text should not 
be attem.pted unless another half year be devoted to it, 

GEOMETRY 
General Suggestions 

I. Definitions should be explained by the teacher, memorized by the 
pupil, and applied as they are needed. 

II. Require from the pupil, always, a complete proof, to prevent the 
serious error of permitting him to feel contented with loose and slipshod 
reasoning, which prevents the main purpose of the instruction in 
geometry. 

III. Ample opportunity for cultivating the originality, and exercising 
the ingenuity of the pupil, are found throughout the text. Time may 
not permit the working out of all the exercises; but from one-third to 
one-half of the whole number should be solved. The teacher should 
change the selections from year to year. 

IV. To prevent the pupils memorizing the proofs, require all figures 
to be numbered differently from those on the text. 

V. For the first month, not more than one or two propositions should 
be assigned in advance, with several always in review. As a pupil finds 
himself in the subject, he will work understandingly and confidently. 

First half-year. Books I and II. 
Second half-year, Books III, IV and V. 
Third half-year, Durell and Arnold, complete. 

Higher Arithmetic 
Wells Academic Arithmetic, complete. 



68 COURSE OF STUDY FOR HIGH SCHOOLS 

SCIENCE 

The aim of the study of the natural sciences in the high school is to 
acquaint the student with the earth on which he lives and with the laws 
which govern the agencies and forces which act upon it; to give him a 
knowledge of the life of the earth and its inter-relationships; in fact, 
to lead the student to seek the natural explanation of the physical and 
biological phenomena which he sees. 

The teacher should endeavor to show the students the connection 
between the various sciences. Special emphasis should be given the 
laboratory work. It should be the central feature of a science covirse, 
the textbook being considered as an accessory which verifies, extends 
and ties together what the student has gained from observation and 
experiment. It brings the student in touch with the actual things, and, 
if properly conducted, will aid in developing his power of independent 
judgment. Laboratory work, however, should not be overestimated. Do 
not expect the student to rediscover all the laws of science or to prove 
them. The untrained student can not build up an entire science from the 
more or less isolated data gained in the laboratory. This is the chief 
justification for the use of a textbook. 

The student should have a definite aim and know the means by 
which he expects to accomplish that aim before he starts his experiment. 
His apparatus should be clean and in order and his notebook at hand. 
He should be required to follow a definite order in recording the results 
of his experiment. The notes should be written neatly in ink in a 
permanent notebook. The field and laboratory notes should be kept 
in the same book. 

Occasional field trips should be taken in each of the sciences. There 
is no way in which a teacher can more thoroughly impart his own 
enthusiasm than by means of field trips. The field trips should be made 
with definite purpose. The teacher should investigate the ground before- 
hand and should know just what is to be accomplished. The student 
should know in advance the purpose of the excursion. He should be 
required to make a clear, concise, written report of the observations he 
has made and the conclusions he has drawn. The successful teacher is 
the one who induces his students to explore the world of science for 
themselves. 

In the following courses three of the five weekly class periods should 
be given to recitations and quizzes and two to laboratory and field work. 
The laboratory periods should be of double length. 

GENERAL SCIENCE 

Text — First Year of Science, Snyder. 

Laboratory — Manual of Experiments in Elementary Science, Curtis. 

The aim of general science is to give the student a brief survey of 
the earth in its relation to man, of the common phenomena which have 
contributed to its history, and how these phenomena have been employed 
by man for his own benefit. Through this study the student should 
become somewhat acquainted with nature and its processes, and with the 
fact that the various sciences are based on the knowledge which man 
has gained through his observation of nature. 



COURSE OF STUDY FOR HIGH SCHOOLS 69 

Numerous field excursions should be made in connection with this 
course. Knowledge is gained much more rapidly and thoroughly through 
observation under direction and suggestion than through textbook study. 
Many interesting experiments can be made in the laboratory. The 
laboratory work should be made a vital part of the course. Much use 
should be made of the laboratory manual, always anticipating the class- 
room work. 

Attention should be given to the geographical factor in history. Some 
discussion of this character will be found in the text and supplementary 
reading may be assigned by the teacher. Topographic maps will prove 
of great interest and assistance in the study of the various land forms. 
They may be obtained from the U. S. Geological Survey, Washington, 
D. C, at a nominal cost. 

References : 

Chamberlin and Salisbury: College Geology. 

Pirson and Schuchert: Textbook of Geology. 

Moulton: Astronomy. 

Harrington: About the Weather. 
See reference lists in other sciences. 

A few of the more important topics are mentioned in the following 
outline, with a suggested division of time. 



First Semester 

Chapter I. The Earth and Its Neighbors. One week. 

Observation of the evening sky should be made, the teacher pointing 
out the planets and the brighter constellations. Explain why the same 
constellations are not visible at all times during the year. Consult some 
late text in geology or astronomy for a discussion of the planetesimal 
hypothesis of the origin of the earth. 

Chapter II. The Planet Earth. Two weeks. 

Careful study of the cause of day and night and of the seasons should 
be made. Experiments from the manual illustrating the methods of 
determining these points may be assigned the students in the laboratory. 

Chapter III. Gifts of the Sun to the Earth. Two weeks. 
Study should be directed to the changes in the earth which are 
brought about by heat and light and how man has utilized these energies. 

Chapter IV. The Earth's Crust. Four weeks. 

Field trips should be made to study the land surfaces and land forms 
in the vicinity. Collections of rocks and minerals and of different kinds 
of soils may be made for laboratory study. Attention should be directed 
to the weathering agents and to the process of soil formation. 

Chapter V. The Atmosphere of the Earth. Four weeks. 

See the planetesimal hypothesis for the latest explanation of the 
origin of the atmosphere. Have each student make daily observation and 
record of the weather. Daily weather maps can be obtained free of 
charge from the nearest government station. Study the relation of 
barometric pressure to cyclone areas and trace the direction and rate of 



70 COURSE OF STUDY FOR HIGH SCHOOLS 



movement of storm centers on the government maps. Discuss in detail 
the relation of the amount and time of regional rainfall to the life of the 
earth. Methods of weather prediction. 

Chapter VI. The Live Part of the Earth. Two weeks. 

Show the relationships existing between plants and animals. Study 
the main divisions of plants and animals. Methods and control of 
distribution. 

Second Semester 

Chapter VII. The Life of the Earth as Related to Physical Conditions. 
Two weeks. 

Call particular attention to the history of life. If fossils are available, 
specimens should be shown and discussed. The life of the present is the 
result of long ages of development. The present distribution of life 
(disregarding what has been done by man), is due largely to the physical 
conditions of the past geologic ages. Discuss the barriers to distribution; 
sea, ocean currents, land forms, climatic, etc. Do the animals and plants 
adapt themselves to the conditions of the region, or are they able to live 
there because they are already adapted? Influence of man on the life of 
the earth. 

Chapter VIII. The Sea. Two weeks. 

Discuss the conditions of life in the sea; control of distribution; com- 
pare control of distribution on the land and in the sea. Do the same 
factors operate? Value to man. The commercial activities of man are 
vitally affected by currents, etc. More time can be profitably given to 
this chapter by schools near enough to the ocean to make occasional trips 
along the shore. 

Chapter IX. Coast Lines. Two weeks. 

Field trips to a pond or lake will prove interesting in connection with 
the study of this chapter. Note the various agencies that work to change 
coast lines and those that work to protect them, viz: waves, currents, 
plant and animal growths, etc. Man is greatly influenced by coast lines; 
the harbor facilities of a country largely determine the amount of its 
foreign commerce. Compare the eastern and western coast lines of the 
United States with respect to length, harbors, relation to the hinterland, 
etc. Note the effect of coast lines in history. 

Chapter X. Water Sculpture. Four weeks. 

Take field trips to study the work of running water. These phenom- 
ena are usually better illustrated along small streams and on hillsides. 
Particular attention should be called to the rapid denudation of cleared 
slopes. The effects of deforestation on erosion and on climate is of great 
importance in Oregon. Discuss the life history of lakes and rivers. Note 
the effect of lakes and rivers in history, particularly in the settlement 
of new regions and in the development of new industries. 

Chapter XI. Ice and Wind Sculpture. Two weeks. 

Glacial erosion and deposition have been 'important factors in the 
carving of the surface of North America. While Oregon was not covered 
to any great extent by the great continental glaciers, alpine glaciation has 



COURSE OF STUDY FOR HIGH SCHOOLS 71 

played its part in some of the more mountainous areas. The phenomena 
of snow and ice erosion may be observed around ponds and on hillsides 
in the colder portions of the state. 

Chapter XII. The Low Areas of the Earth. One week. 

Study formation and kinds of plains and discuss their economic im- 
portance. Note the importance of plains in history; in the development of 
industry; in times of peace and of war. 

Chapter XIII. The High Areas of the Earth. Two weeks. 

In the study of this chapter particular attention should be given to 
the life history of mountains and plateaus, to their importance in history. 
Mountains act as effective barriers to many forms of life. Call attention 
to instances in history where they have been important barriers to man's 
activities. 

Chapter XIV. Volcanoes. One week. 

Consult a textbook in geology for causes of vulcanism. Study the 
volcanic rocks in the vicinity. Note the distribution of volcanoes. 

PHYSIOLOGY 

Text — Advanced Physiology and Hygiene, Conn and Budington. 

Supplementary — Elementary Hygiene and Care of the Sick, Delano. 
First Aid, Lincoln. 

The aim of the high school physiology course is to aid the student to 
an understanding of the normal activities of the human body and of the 
hygienic conditions which must be maintained in order to preserve good 
health. 

Physiological facts can not be intelligently understood without some 
knowledge of anatomy. For this reason it is suggested that laboratory 
work be' made an important part of the course. Dissection of a dog or a 
cat should be made under the careful supervision of the teacher. The 
structure of the various organs should be noted and the nervous, circula- 
tory, and digestive systems traced. The laboratory work should be made 
independent of the text and should be kept in advance of the class room 
study. 

References : 

Martin: Human Body. 
Sadler: Science of Living. 
Bryce: Laws of Life and Health. 

The following topical outline is suggested: 
First six weeks. Chapters 1-8. 

1. Chemical composition of living material; reaction of 
irritable substances to stimulation; metabolism. 

2. Digestive system. 

Composition of foods; dietetics; digestion of food; processes 
of digestion; absorption of food. 

3. The laboratory work of this period should consist of ex- 
periments in the reaction of irritable substances to natural 
and artificial stimulation and to dissection of digestive 
organs. 



72 COURSE OF STUDY FOR HIGH SCHOOLS 

Second six weeks. Chapters 9-16. 

1. The circulatory system; the respiratory system; the ex- 
cretory system; the skeleton. 

2. Laboratory work on the circulatory, respiratory, and ex- 
cretory systems. Structure of the skeleton. 

Third six weeks. Chapters 17-23. 

1. The muscles; the nervous system; special sense organs. 

2. Public health. 

3. Tracing of the nervous system in the laboratory. Dissec- 
tion of eye and ear. Field study of public health from 
results to cause. 



BOTANY 

Text— Practical Botany, Bergen and Caldwell. 

On account of the lack of time only the fundamental principles can 
be given. When only a half-year is devoted to the subject, many parts of 
the text must necessarily be omitted. It should be the aim in this course 
that the student gain a general knowledge of the life processes and 
adaptations of plants, the interdependence of plants and animals, and 
an appreciation of the local flora. 

Since the student in his everyday life deals more with the flowering 
plants, most of the time should be devoted to this group. As time permits 
some study should be made of the evolution of the nonflov/ering forms. 
Attention should be given to their life history and to their relation to the 
flowering plants. 

Plant ecology is one of the most important divisions of Botany. On 
the field trips the teacher should take particular care that plant com- 
munities are observed and that the students note the conditions of the 
habitat of each plant, list the plants that grow in a given area, and 
determine whether particular conditions of the area and characteristics 
of the plants account for the group. 

References : 

Bergen and Davis : Principles of Botany. 

Gager: Fundamentals of Botany. 

Sweetser and Kent: Key and Flora. 

Jepson : School Flora of the Pacific Coast. 

Frye and Riggs: Elementary Flora of the Northwest. 

Conn : Bacteria, Yeasts, and Molds in the Home. 

Coulter-Nelson : New Manual of Rocky Mountain Botany. 

First Six Weeks — During this period, take up the structure and work 
of plants. The student should gain a sufficient knov/ledge of the parts 
and descriptive terms to enable him to use a key. 

Second Six Weeks — Economic phases and ecology. 

Attention should be given to geographic distribution, particularly of 
the economic forms. 

Third Six Weeks — This period should be devoted to a study of the 
flowering plants. The student should complete a herbarium of at least 
thirty plants, completely identified and labeled. Sweetssr's Key and 



COURSE OF STUDY FOR HIGH SCHOOLS 73 

Flora may be used for the identification of the plants. The following 
form is suggested as a herbarium label: 

Herberium of 

Order 

Genus 

Species 

Common name 

Habitat 

Locality 

Date 

BIOLOGY 

Text — A Civic Biology, Hunter. 

The course in Biology should be governed by the environment and 
interest of the class. The work should be largely in the field and the 
laboratory, supplemented and verified by the textbook. The course 
should be carefully planned by the teacher, keeping in mind the use of 
seasonal material that can be obtained. Collection of material should be 
made on the field trips for later laboratory studj^ Studies based on the 
material collected and observed on these trips are of much greater value 
than those made on material secured or produced in artificial environ- 
ment. The laboratory work should be kept in advance of the text work. 
A guide has been prepared by the author of the text which contains many 
interesting experiments. 

There are a number of problems that a biology class may take up as 
field work that will prove both interesting and profitable. For example, 
a survey of the noxious weeds of the vicinity may be made, the areas 
where they grow mapped and means of eradicating them discussed. In 
a sim.ilar manner surveys of areas that might be breeding grounds for 
disease may be made. A survey of the birds of the region may be made 
and their habits studied. In cooperation with the manual training depart- 
ment bird houses could be put up and interesting colonies developed. 

An excellent outline for the course is given in the appendix of the 
textbook. It is suggested that this outline be followed as closely as 
conditions will permit. A list of laboratory equipment and supplies is 
given on page 418 of the text. In the smaller schools where all of this 
equipment is not available, many substitutions can be made by the 
teacher. Each pupil should provide himself with a scalpel, a small pair 
of scissors, forceps, two or three teasing needles, a towel, soap, and with 
boxes and bottles for collecting specimens. 
References : 

Sedgewick and Wilson: General Biology. 

Needham: General Biology. 

Calkins: General Biology. 

Bigelow: Applied Biology. 

Holmes: Elements of Animal Biology. 

Shelford : Animal Commujiities. 

Coulter and Patterson : Practical Nature Study. 

Hodge: Nature Study and Life. 

Herrick: Insects Injurious to the Household. 

Smith : Our Insect Friends and Enemies. 



74 COURSE OF STUDY FOR HIGH SCHOOLS 

PHYSICS 

Text — First Course in Physics, Millikan and Gale. 

Laboratory — New Laboratory Manual of Physics, Coleman. 

The purpose of the course in physics is to lead the student into an 
understanding of the physical phenomena continually taking place about 
him. The daily observation of the student is the base on which the 
course should be constructed. He already knows that most of the simple 
phenomena do occur, and it remains for him to learn why. The laboratory 
work should form an integral part of the course. Avoid spending too 
much time on measurements. Skill in manipulation will be acquired as 
the student progresses in his work on experiments that really have a 
physical value. 

No attempt is made to divide the course as to time for the various 
subjects. A few of the more important topics are indicated for each 
semester. The student should be led to observe the principles of physics 
that have been used in the everyday life about him. Trips should b? 
taken to power- plants, machine shops and other places that are of 
interest from a physical standpoint. 

References : 

Tower, Smith and Turton: Principles of Physics. 
Carhart and Chute : Physics with Applications. 
Jackson : Elementary Electricity and Magnetism. 
Barton: Textbook on Sound. 

First Semester 

Emphasize the molecular theory; its application is of great use in 
explaining many of the common phenomena. Study the mechanical 
forces and their applications in the simple machines. Pressure in liquids 
and gases and utilization in pumps and barometers, the laws of heat as 
used in the steam engine, and in the heating of buildings. 

Second Semester 

Study the development of electricity and its applications in the 
telephone, lighting, and motors. Sound waves, nature and transmission, 
reinforcement, interference, laws of vibration, laws governing reflection, 
refraction and dispersion of light. Principles used in the construction 
of optical instruments, telescope, microscope, camera and X-ray. 

CHEMISTRY 

The study of Chemistry in the high school should not be undertaken, 
in general, except in the stronger four-year schools where adequate 
funds are available for competent instruction and for adequate equipment. 
It is better to concentrate the resources of the institution upon science 
work in physical geography, biology and physics until the time may come 
when the work in chemistry can be put in and handled well. 

Exceptionally it may happen that it is desirable to introduce a course 
in chemistry with limited laboratory facilities-. Such cases might exist 
in communities where the local interest in chemistry is unusual or where 
a teacher well trained in this subject is available. For such cases the 
following suggestions regarding equipment will be of some help : 



COURSE OF STUDY FOR HIGH SCHOOLS 75 

The laboratory should be light and well-ventilated, and provided with 
an abundant supply of running water distributed to several sinks. Wall 
cases or lockers should be available both for the general stocks of 
chemicals and apparatus and for the individual outfits of the students. 
The cases devoted to the purpose of shelving the general stocks should 
be under lock and key, the key to be retained by the instructor in charge. 
The individual lockers should also be provided with separate padlocks 
so that responsibility for all materials can be fixed. 

A common kitchen table for each student in addition to the wall 
lockers will very well serve instead of the elaborate desks and lockers 
provided in general equipments of chemical laboratories. These tables 
may have ordinary native wood tops and will last a long time if protected 
by a finish composed of the following ingredients and applied as 
indicated : 

Anilin Wood Stain 

1. Copper sulphate 1 part. 

Potassium chlorate x part. 

Water ..8 parts. 

Boil to dissolve, and apply two coats hot. 

2. Anilin 180 grams. 

Hydrochloric acid — sp. gr. 1.2 270 grams. 

Water 1,500 cc. 

Apply two coats following No. 1, letting each coat dry alone. 
Finish with a cloth carrying raw linseed oil. 

Near each table a five-gallon stone jar, obtained from the grocery 
store, will serve as a receptacle for all solid waste materials which can 
not be washed down the sinks. 

In most chemical manuals there is prescribed the doing of certain 
experiments with chlorine, gas, etc., which make the use of a fume 
closet or hood absolutely necessary. It is true that experiments of equal 
instructional value may be substituted for these which will not give off 
objectionable gases, and this is recommended for those laboratories in 
which hoods are not available. Hoods can be rather easily constructed, 
however, from Portland cement, -.some brick and a window sash, the 
whole when done by local labor being inexpensive and quite effective, 
especially if connected with a flue already existing which may be warmed 
up by a stove or furnace. The connection between the hood and the flue 
can be made v/ith ordinary six-inch stovepipe made of galvanized iron. 
Such a pipe, if well painted previous to installation, will have a life of 
as much as ten years. In cases where it is not possible to install a hood, 
by a proper choice of time, experiments frequently may be performed 
near an open window, the time being chosen so that there is a free 
circulation of air out of the window and away from the operators. 

A necessary part of every chemistry laboratory is a means for 
applying heat to the apparatus during the course of an experiment, and 
for this purpose where town gas is available nothing has been found 
better than the ordinary Bunsen burner. A very good substitute for 
Bunsen burners can be made in which denatured alcohol serves as fuel, 
lamps such as are used in chafing dishes serving admirably for most 
purposes. These can be constructed in very serviceable form from flat. 



COURSE OF STUDY FOR HIGH SCHOOLS 



tin boxes such as are used for ointments, shoe blacking, etc., by filling 
such boxes with sand and cutting a circular hole in the cover. Regular 
alcohol lamps using wicks are still more convenient, while for high 
temperature work some form of alcohol blast lamp, such as is indicated in 
the subjoined list, must be used. For general heating purposes, in addi- 
tion to Bunsen burners or alcohol lamps, an ordinary gasoline stove or 
a few electric hot plates are desirable. 

For chemistry work in general it is desirable to use distilled water, 
and this must be done where the local supply is hard, mineralized, or 
loaded with organic mattei^. In most Oregon localities, however, the 
water is naturally pure and soft, and for almost every purpose in first 
year work can be used without further purification. A test for the 
sufficient purity of water for laboratory work would be the evaporation 
of a gallon or so in a clean enameled pan. Perceptible residue indicates 
that the w;ater may be too heavily mineralized for the purpose in question. 
In such cases, an inexpensive form of still can be obtained which will 
supply all the water needed. 

The lists of chemicals and apparatus representing the minimum 
requirements for doing the experiments which are indicated in the 
state texts, may be secured from the superintendent of public instruction. 

Text — First Course in Chemistry, McPhearson and Henderson. 

The purpose of this course is to give the student a knowledge of the 
fundamental principles and theories of chemistry and to enable him to 
take a rational view of the phenomena which he sees. 

Practical applications of chemistry in the industries and in the 
household should be emphasized. Interesting trips may be made to any 
factories within reach where chemical processes are used. 

It is suggested that the work in the laboratory be independent and 
slightly in advance of the classroom work. It is here that the student 
will gain most of his knowledge of chemistry. The work should be 
carefully planned and carefully supervised by the teacher. Many of 
the practical applications should be called to the students' attention. 
Equations can be worked out and applied while the student is watching 
the reaction. Better results can be obtained by working the problems in 
the laboratory. In computing volumes and masses the conception can 
be gained more clearly if the problem is being actually demonstrated. 

References : 

Smith: Introduction to General Inorganic Chemistry. 

McFarland: A Practical Elementary Chemistry. 

Brownlee and others: First Principles of Chemistry. 

Weed: Chemistry in the Home. 

Bailey: Sanitary and Applied Chemistry. 

Allyn: Elementary Applied Chemistry. 

Blanchard: Household Chemistry {Laboratory Gtdde) . 

First Semester 

Chapters 1-20. Points to be emphasized: 

System of nomenclature; significance of- symbols and formulae; 
equations; computation of reacting masses; the atomic theory; solutions; 
ionization; valence; the properties of acids, bases and salts; chemical 
equilibrium; and the periodic law. 



COURSE OF STUDY FOR HIGH SCHOOLS 77 

Second Semester 

Chapters 21-42. Points to be emphasized: 

Study of the common elements and their compounds; practice in 
computation; application of chemistry to the industries; household 
chemistry. Particular attention should be given to the study of carbon 
and its compounds. 

LATIN 

First Year 
First Semester — Latin Lessons — Smith: 

I. Lessons I-XXXI inclusive. The first eighteen lessons should be 
covered by the middle of the semester. 

IL The teacher should be thorough. No gaps should be left. To 
attain this end the following suggestions are made: 

A. Master the rules for pronunciation with their application. 

B. Master the table of case relations on page 2. 

C. Insist that the vocabularies be mastered. Writing the day's 

vocabulary on the board from memory as soon as a pupil 
enters the room is a good way. 

III. There should be constant drill on the five regular declensions 
and three regular conjugations, emphasizing irregular nouns (as "filia," 
"filius," "vis," "domus," "locus") , and the irregular verbs "sum" and 
"possum." 

IV. 

A. The formulas given for tenses of verbs should be learned per- 
fectly and reviewed often. 

B. Verb signs should be mastered — mode, tense, participial, e. g., 

"era" — past perfect indicative — means "had;" "ns" — present 
participle — means "ing." 

C. The formulas for parsing nouns found in section 94, and for 

parsing verbs found in 188, are important. Emphasize rule 
and application. 

D. Teach constructions by making the pupil see what form he has 
and why. 

If he translated "amauerate" by "he loved" have him go 
to the board and write all the things he needs to know before 
he can render a verb correctly; e. g. : 

Conjugation — first. 

Prin. parts — amo, are, avi, atus. 

Voice — active. 

Mood — indicative. 

Tense — past perfect. 

Person — third. 

Number — singular. 

Rendering — "he had loved." 

E. Insist on analysis sometimes before translation either with 

Latin into English or English into Latin. Be sure pupils see 
verb, subject, complement, and the modifiers of each. 



78 COURSE OF STUDY FOR HIGH SCHOOLS 

V. Syllabize, accent and "box" all Latin words during the first term. 
Example: 

a — ma — ve — rab. 
a — ^man — 'tis, 
mo — nu — is — ti. 

Second Semester — Latin Lessons — Smith: 

Complete the book. Lessons LX, LXV, LXVI, LXVII may be omitted. 
Everything through ablative absolute must be mastered. 

L All review lessons are important. Keep reviewing declensions and 
conjugations throughout the year laying stress on the irregular verbs, 
"fero," "valo," "nolo," "malo" and "eo." 

II. Emphasize by application to sentences the following: 

A. Formation; rule for tenses; uses by infinitives. 

B. Formation; rule for tenses; uses by subjunctives. 

C. Formation; rule for tenses; uses by participles. 

D. Combinations and ideas expressed by the ablative absolute. 

Be sure to have all ablatives absolute and indirect discourse 
translated as clauses. 

E. Important rules such as "Dative with Adjectives," "Dative 

with Compounds," "Dative with Special Verbs," "Ablative with 
Five Deponents," "Indirect Discourse," "Place Ideas." 

III. The pronouns should be learned so well that they are recognized 
at once in Caesar. 

First year Latin must be learned thoroughly in order to give an 
accurate and fluent translation of Caesar. This is brought about by 
constant drill on (a) inflection and derivation; (2) syntax; (3) interpre- 
tation and translation. Valuable aid comes through sight translation. 

Second Year Latin 

First Semester — Caesar's Commentaries — Kelsey. Bk. I, first 29 
chapters, and Bk. II. Prose once each week. Intensive work should be 
done on Bk. I, with sight reading on Bk. II. 

I. Study by application to sentences; (a) conditional sentences, 
(b) gerund and gerundive, (e) impersonal verbs, (d) periphrastic con- 
jugations which were omitted in Smith's "Latin Lessons." 

II. There should be daily drill on constructions emphasizing "qui," 
"cum" and "quod" clauses. 

III. An ablative absolute and indirect discourse should be translated 

as clauses. 

IV. A relative at the beginning of a sentence should be translated by 
a demonstrative or personal pronoun in English. 

Second Semester — Caesar's Commentaries — Kelsey. Books. Ill, IV, 
and chapters 30-54 of Bk. I. Translate most of Bk. Ill at sight. Prose 
once each week. Keep up daily drill on constructions. Compare sections 
of Caesar with events of recent war. 



COURSE OF STUDY FOR HIGH SCHOOLS 79 

Third Year Latin 

First Semester — Cicero's Orations — Gunnison & Harley. In Catilinam 
I, II, III. Prose once each week, based on orations studied. There should 
be sight translation throughout the semester. (Avoid too difficult pas- 
sages.) Study historical setting, life of the times, places and people 
referred to by Cicero. 

There should be a careful and thorough review of constructions prev- 
iously studied and a completion of all important parts of the Grammar. 
Accuracy and fluency in translating should be attained. 

Second Semester — Cicero's Orations — Gunnison & Harley. In Catil- 
inam IV, De Legh Manilla, Pro Archaia Poeta. Prose once each week, 
based on orations studied. 

Part of the regular examination should be at sight. Continue daily 
drill on constructions, study of historical setting, etc., as in the First 
Semester of the Third Year. 

Fourth Year Latin 

First Semester — Virgil's Aeneid — Farrclough & Brown. Bks. I, II, 
III. Ten lines daily through the first hundred lines. Increase gradually. 
At the end of the fifth week a normal class should read twenty-five lines 
daily. At the end of the tenth week from thirty-five to forty lines should 
be read. 

Study the life of Virgil, his style and versification. (Scan about 500 
lines, noting caesural pauses), and memorize at least twenty-five well 
known lines. Mythology, geography of the Aeneid, figures of rhetoric, 
historical and humanistic aspects of the poem are important. 

Second Semester — ^Virgil's Aeneid — Farrclough & Brown. Bks. IV, V, 
VI, with 1,000 lines by Ovid. Drill on constructions and sight reading are 
to be continued during the Fourth Year of Lain. Pupils should be able 
to translate at sight any selection of the author not involving unusual 
constructions or obscure references. At least two weeks of each term 
are to be used for prose, based on prose texts previously studied. 

FRENCH AND SPANISH 

French 

Great care should be taken with the pronunciation of French. Pro- 
nouncing in concert is an excellent drill. The student should be taught 
to pronounce t, d, 1 and n with the tongue touching the base of the upper 
front teeth. Let the student pronounce repeatedly the words sel, tres, 
drap, date and reine. The lips round and protrude in the pronunciation 
of the sounds of ou, eu and u. The lips also round and protrude in the 
pronunciation of the sounds of ch and j. 

Every teacher should have Knowles and Favard's Perfect French 
Possible and Martin's Essentials of French Pronunciation. 

The phonograph should not be used until the student has mastered 
the elements of the language. Three Victor records entitled "First Aid 
French" may be had for about three dollars. The Cortina and Rosenthal 



80 COURSE OF STUDY FOR HIGH SCHOOLS 

phonograph records are both very good and useful. The phonograph is a 
very valuable aid in the study of any modern language. 

According to a committee on Romance Language instruction appointed 
in 1918 by the Modern Language Association of America "a knowledge 
of words and phrases without the study of grammar limits a man's 
resources to the exact material he has learned. A knowledge of the 
elements of grammar enables him, as nothing else can, to recombine his 
word and phrase material as varying occasions may require. This would 
seem obvious, but it is recorded here in view of the fact that certain 
misguided persons are maintaining that students of French need no 
grammar. Particular care should be given to the study of the pronoun 
and the verb. Mastery of these can be acquired only through systematic 
study, whereas nouns and the other uninflected words can be acquired 
easily through hearing or reading." 

French should be spoken in the classroom as much as possible. Every 
teacher should have House's Classroom French and Knowles and Favard's 
Grammaire de la Conversation. The American-born teacher may feel 
uneasy at first, Tbut it must be remembered that the native French teacher 
is usually at a far greater disadvantage through lack of fluency in the 
use of English. 

The text often furnishes material for conversation. The teacher may 
prepare the questions in French with the aid of the text. Many con- 
versation and composition books are available from which suggestions 
and material may be drawn. Spontaneous conversation of a personal 
nature arouses the interest and attention more than any other device. 
Telling stories in French is good practice for the student. The students 
should read aloud and correct their own exercises under the direction of 
the teacher. The material may be used the following day for oral work. 
Blackboard work and writing French from dictation are very helpful. 
The student should also be trained to make careful and accurate trans- 
lations from French into English. Idiomatic translation is an art. Texts 
containing information about French life are valuable. French period- 
icals are very useful in the latter part of the course. The "Illustration" 
should be in every high school library. Short poems may be profitably 
committed to memory. Among cultured people all over the world it is 
considered, a great accomplishment to be able to read, speak and write 
French. The success of the student will depend largely on aptitude and 
industry. The acquisition of a foreign language requires a great amount 
of study, no matter what method is used. A knowledge of Latin is a 
great help in the study of the Romance languages. Constant review and 
Incessant practice are essential to success. 

There ought not to be more than fifteen students (twenty-five at the 
most) in any French or Spanish class. This is mandatory. 

Since the amount of work that can be covered in a year varies with 
classes and schools, no definite number of books has been prescribed. 
New books are constantly appearing. Any substitute that seems neces- 
sary should be permitted. 

Students should be encouraged to read as ,many books as possible in 
addition to the required work of the classroom. Material for this outside 
reading may be found in the catalogs of any of the large publishing 
houses. 



COURSE OF STUDY FOR HIGH SCHOOLS 81 

First Year 

The New Chardenal French Course (AUyn & Bacon). This grammar 
contains abundant material for conversation and composition. 

A. de Montvert's La Belle France (Allyn & Bacon), or Talbot's Le 
Francais et sa Patrie. (Benj. H. Sanborn & Company.) 

If any time is left, one or more of the following books may be read: 

Lavisse's Histoire de France (Heath). 

Contes du Pays de Merlin (Macmillan), edited by Helen W. Van 
Buren. 

Guerber's Contes et Legendes (American Book Company). 

Malot's Sans Famille. 

Merimee's Quatre Contes (Holt). 

Labiche and Martin's Le Voyage de M. "Perrichon. 

Daudet's Short Stories. 

Maupassant's Short Stories. 

Halevy's L'Abbe Constantin. 

La France Heroique (Heath). 

Garnet de campagne d'un officier Francais (Benj. H. Sanborn). 

Second Year 

Rapid Review of the Essentials of Grammar. If a new grammar is 
desired for conversational drill, De Sauze's Cours Pratique pour Com- 
mencants (The John C. Winston Co.) and Cerf and Giese's Beginning 
French are good. 

Reading material may be selected from the following list: 

Merimee's Colomba. 

Erckmann-Chatrian's Madame Therese (Holt). 

Chateaubriand's Atala (Brentano). 

Merimee's Carmen and other Stories (Ginn). 

A. de Montvert's Aux Etats-Unis (Allyn & Bacon). 

Dumas's Monte Cristo. 

Verne's La Tour du monde en quatre-vingts jours. 

Poemes et Chants de France (Heath). 

Dumas's Vingt Ans Apres. 

Buffum: French Short Stories (Holt). 

About's Le Roi des montagnes. 

Sand's La Petite Fadette. 

Sand's Francois Le Champi (The Oxford University Press). 

Pailleron's Le Monde ou Ton s'ennuie. 

Hugo's Les Miserables (Holt). 

Third Year 

Pattou's Causeries en France contains material for conversation. 

Corneille's Le Cid (American Book Co.) 

Hugo's Quatre-vingt-treize (Heath) 

Hugo's Hernani (American Book Co.) 

Moliere's L'Avare. 

Loti's Pecheur d'Islande. 

Lamartine's Graziella. 

The teacher may read other good texts not in the above list. 



82 COURSE OF STUDY FOR HIGH SCHOOLS 



Fourth Year 

Gautier's Jettatura (Heath). 

Hugo's Ruy Bias. 

Balzac's Eugenie Grandet (Holt). Edited by Jenkins. 

Racine's Athalie. 

Buffum: Stories from Balzac (Holt). 

Racine's Phedre. 

Hugo's Les Travailleurs de la Mer (Heath). 

The teacher may use other good texts not in the above list. 

The following books should be in every high school library: 

Wright's History of French Literature. 

Konta's History of French Literature. 

Strachey's Landmarks in French Literature. 

Poole & Becker's Commercial French. 

French Scientific Reader, edited by Daniels. 

Le Monde Francais (Arthur G. Merrill, Chicago). 

Rousselot et Maclotte's Precis de Prononciation Francaise (Welter, 
Paris). 

Histoire de France Illustree (Larousse). 

La France: Geographic Illustree (Larousse). 

Le Petit Larousse: Dictionnaire Encyclopedique. 

La France (French Life and Ways), by G. Guibillon (E. P. Dutton). 

Faguet's Petite Histoire de la Litterature Francaise (Nelson) . 

Martin's The French Verb (American Book Co.). 

Case's French-English & English-French Dictionary (Holt). 

The Globe English-French Dictionary (Lippincott). 

Nutt's English-French Conversation Dictionary. 

Rosenthal & Chankin's Grammaire de Conversation et de Lecture: 
Cours Complet (Holt). 

G. Lanson's Histoire de la Litterature Francaise. 

Spanish 

The general suggestions of nlethods of teaching French may be 
followed in teaching Spanish in most cases. Hence they are not repeated 
here. Every teacher should have Lawrence A. Wilkin's "Spanish in the 
High Schools: A Handbook of Methods" (Benj. H. Sanborn & Co.). 
This book contains many valuable suggestions which may be used in 
the French classes. A very good but technical description of Spanish 
pronunciation is found in the introduction to Moreno-Lacalle's Elementos 
de Espanol (Benj. H. Sanborn & Co.). 

For the pronunciation of b and v see grammar. In making the 
sounds of t, d, 1 and n the tongue touches the roots of the upper front 
teeth. The Spanish j has the sound given to ch in the Scotch-English 
"loch" or in the German "noch." G before e and i has the sound of j, 
which many Spanish speakers pronounce like a strong form of the h 
in the English word hat. Spanish should be spoken as much as possible 
in the classroom. Questions should be asked in Spanish and the student 
should be required to answer in Spanish. 



COURSE OF STUDY FOR HIGH SCHOOLS 83 

First Year 

Spanish Grammar, by De Vitis (Allyn & Bacon). 
Hall's Poco a Foco (World Book Co.). 
Fuentes and Francois's A Trip to Latin America (Holt). 
Bransby's Spanish Reader (Heath). 

If any time remains, any of the following books may be read in 
class or outside of class: 

Valera's El Pajaro Verde (Allyn & Bacon). 

Carcilaso de la Vega's El Reino de los Incas (Allyn & Bacon) . 

Harry's Anecdotas Espanolas (Allyn & Bacon). 

Spanish Reader by De Vitis (Allyn & Bacon). 

Por Tierras Mejicanas (World Book Co.). 

Second Reader 

Review of the essentials of Spanish Grammar. 

Bloomhall's Spoken Spanish (Allyn & Bacon). 

Carrion and Aza's Zaragueta (Silver, Burdett & Co.). 

Asensi's Victoria y otros quentos (Heath). 

Altamirano's la navidad en las Montanas (Heath). 

Isaac's Maria (Ginn). 

Bardin's Leyendas Historicas Mexicanas (Macmillan). 

The teacher may select any suitable book not included in the above 
list, if it is thought best, as reading material for first, second, third or 
fourth year work. The Spanish novel is very difficult reading. 

Luria's Correspondencia Commercial (Silver, Burdett & Co.) may be 
used whenever there is any demand for commercial Spanish. 

Third Year 

Espinosa's Advanced Spanish Composition and Conversation (Benj. 
H. Sanborn & Co.), or any other book of this kind may be used for 
third or fourth year work. 

Marmol's Amalia (Macmillan). 

Becquer's Legends; Tales and Poems (Ginn). 

Calderon's La Vida es Sueno (American Book Co.). 

Alarcon's El Nino de la Bola (American Book Co.). 

Fourth Year 

Blasco Ibanez's La Barraca (Holt). 

Gil y Zarate's Guzman El Bueno (Ginn). 

Valera s Pepita Jimenez. 

Caballero's La Familia de Alvareda (Holt). 

Galdos's Dona Perfecta (American Book Co.) . 

Conversation, composition and commercial Spanish books are rapidly 
appearing. This material may be substituted for any part of the third 
and fourth year work. The exact amount of work that can be covered 
carefully will vary with classes and schools. Therefore no definite 
amount has been prescribed. 

The following reference books should be in every high school library: 



84 COURSE OF STUDY FOR HIGH SCHOOLS 



Appleton's New Spanish-English and English-Spanish Dictionary, by 
Arturo Cuyas. 

El Pequeno Larcusse Illustrado, 

Blanco y Negro (Madrid). 

La Illustracion Espanola y Americana (Madrid). 

Wilcox's Scientific and Technical Spanish (Sturgis and Walton). 

Altamira's Historia de Espana. 

Whitten and Andrade's Spanish Commercial Correspondence (Heath). 

Harrison's Spanish Commercial Reader (Ginn). 

Nelson's The Spanish American Reader (Heath). 

Manual de Correspondencia by Ventura Fuentes and Alfredo Elias 
(Macmillan) . 

Luquiens's Elementary Spanish- American Reader (Macmillan). 

Supple's Spanish Reader of South American History (Macmillan). 



HISTORY 

Constant emphasis should be placed upon geography in all courses in 
history. Map work of some kind should be given. A simple outline of 
the chief events is recommended. 

The teacher and pupils should endeavor to collect pictures and 
clippings to be kept on file for future reference. At least one good 
magazine should be accessible. Even in ancient history a constant effort 
should be made to link the past with the present. This is very easy 
and profitable at this time on account of the campaign carried on in 
these ancient lands during the great war. 

ANCIENT HISTORY 

First Semester: 

First six weeks, Breasted, pages 1-140. 
Second six weeks. Breasted, pages 140-251. 

The author has written these opening chapters in so easy and 
interesting a style that even a beginner will have no difficulty in getting 
an interesting view of these ancient peoples. Emphasize the effects of 
the natural surroundings and the religion had upon the life of the people 
and the nation. Bring out clearly what these nations contributed to 
modern civilization. 

Chapter VIII is based upon the knowledge obtained in the last 
ten years. 

Third six weeks, Breasted, pages 252-351. 

If the myths of Greece and Rome are taught in the English depart- 
ment, but little time should be given to them. If this is not the case, 
the best known myths should be studied as an aid to the appreciation 
of classical allusion, and both Greek and Roman names should be learned. 

The' influence of Greek religion upon Greek art should be kept in 
mind all through the study. Greek architecture should be studied until 
the names and purpose of each part are familiar. As many pictures 
illustrating the different orders of architecture as possible should be used. 
The great significance of the battle of Marathon can not be over- 
emphasized. 



COURSE OF STUDY FOR HIGH SCHOOLS 85 

. Second Semester: 

First six weeks, Breasted, pages 351-484. 
Bring out the good and the evil in Athenian civilization. The Greek's 
greatest gift to the world and his chief fault was his love of independence. 
This is illustrated in the various wars which finally meant their over- 
throw, first, by Macedon, and later by Rome. 

The chapter on the "Civilization of the Hellenestic Age" is excellent. 

Second six weeks. Breasted, pages 484-600. 
The author in giving a modern archeological account of the rise of 
early Rome leaves out all reference to the legendary history which is 
referred to so often in literature. It is recommended that after studying 
to page 499, a few days be taken for reading the myths and stories of 
the early kings. The growth of the one-man idea from the Gracchi to 
Caesar and leading to the empire should be emphasized as a dangerous 
tendency in a republic. 

Third six weeks. Breasted, pages 600 to 715. 

The many causes for the downfall of the empire, and the rise of the 
Christian church are the two most important subjects. The effects of 
the barbarian invasion upon both the church and state, the rise of new 
kingdoms and a powerful religion are also very important. 

Books, Ancient and Greek: Arnold's "Stories of Ancient Peoples," 
Shaw's "Stories of the Ancient Greeks," Gayley's "Classic Myths," Web- 
ster's "Early European History" and Ashley's "Early European 
Civilization." 

Roman: Harper's "Classical Dictionary of Antiquities," Guerber's 
"Story of the Roman," Seignobos' "History of the Roman People" 
(especially for early legendary story of Roman), Webster's "Early 
European History," Ashley's "Early European Civilization." 

MEDIEVAL HISTORY 

First Semester: 

First six weeks, Robinson, pages 1-166. 

As the first 75 pages are a review of the preceding semester's work, 
they should be passed over as rapidly as possible. The most important 
topics are the work of Charlemagne and the division of his empire, the 
development of feudalism, the effects of the conquest upon England, the 
power and organization of the church. It is difficult to make pupils 
understand the medieval conception of church and state. All terms used 
in these struggles should be carefully explained. 

Second six weeks, Robinson, pages 166-284. 
The causes and effects of the crusades should be carefully developed. 
A careful study of Gothic architecture will be well repaid, and in view 
of the destruction of many cathedrals recently, it is a topic of timely 
interest. In this study and that of the renaissance, as m.any pictures 
should be used as possible. The pupils should be familiar with fifteen 
to twenty masterpieces of that period. Extra time is allowed for that 
purpose in this outline. 



86 COURSE OF STUDY FOR HIGH SCHOOLS 

Third six weeks, Robinson, pages 284-386. 

The chief topic of interest here is the rise of the different Protestant 
churches. All terms must be understood, and points of likeness and 
unlikeness in the different creeds brought out. Also the work of the 
council of Trent and the counter reformation. 

The reformation was followed by a century of religious wars, but the 
political (especially in England) and the economic causes of these same 
wars should not be overlooked. The attitude of the Tudors and Stuarts 
on political and financial questions should be compared. Notice the ten- 
dency in both the English revolution and the French revolution to grow 
more radical. The accession of William and Mary marks an epoch in 
English parliamentary history. 

MODERN HISTORY 

Second Semester: 
First six weeks. 

The reign of Louis XIV is important, especially because of its effects 
upon the French revolution. The causes of the revolution should be 
emphasized. The character of Frederic the Great, the reasons for his 
wars, and the partitions of Poland have especial interest today. The 
navigation laws should be emphasized in order that the pupil may see 
them as a part of a world policy rather than as an incident in American 
history. 

Second six weeks. 

The rise to power of various factions in French politics makes an 
interesting comparison with the recent Russian revolution. Some com- 
parisons could be made at this time and others at the end of the course 
when studying the Great War. The attitude toward foreign interference 
is an interesting topic. Napoleon's work as a statesman needs more 
emphasis than his brilliant military exploits, especially the Concordal. 
The blockade also should be emphasized in order that the pupil maj;- 
get a larger conception of the causes of the war of ]812 and its resem- 
blance to the causes for our entrance into the Great War. The new 
Prussia and the new map in 1815 should be carefully studied. 

The industrial revolution is second to none in importance on account 
of its effects upon modern life. 

Third six weeks, Robinson, pages 608-746, with supplement. 

The contrast in the methods of unification of Italy and Germany 
should be brought out, and the reasons why each method succeeded. 

It is impossible to choose all topics worthy of emphasis. A few only 
will be noted: The social reforms of England and Germany especially, 
the reform in the English government, the spread of the imperialistic idea. 
Home Rule, the Boer war, and the Union of South Africa, the Eastern 
Question, and the effects the Italian war upon Tripoli, and the Balkan 
wars, had upon German colonial aspirations, and finally, the alliances 
and aspirations that led to the Great War. ' 

Books: Emerton, "Introduction to the Middle Ages;" Gardiner, "The 
French Revolution;" Seebohn, "Era of the Protestant Revolution;" 
Guerber, "Stories of Old France," "Stories of Modern France;" Robinson 



COURSE OF STUDY FOR HIGH SCHOOLS 87 

and Beard, "Development of Modern Europe," vols. I and II; Hazen, 
"Modern European History." This last book is extremely good and 
brought down to the signing of the armistice. 

ENGLISH HISTORY 

It is suggested that American colonial history be taught as a part 
of English history, in order to allow time for a brief course in Oregon 
history. 

First Semester: 

First six weeks, Cheyney, pages 1-156. 

Emphasize the importance of the coming of missionaries of the Roman 
Catholic church and of the settlements made by new tribes. In the 
second three weeks the effects of the Normon conquest, the rise of feudal- 
ism, the conflict between church and state, and the development of the 
royal judicial powers are important. 

Second six weeks, Cheyney, pages 156-276. 

Topics — Religious : Emphasize the various phases taken by the 
struggle between church and state. 

Political : The abuses that led to the great charter and the struggles, 
first of the nobles, later of the commons, to keep these privileges. 

Industrial: Rise of gilds, causes of unrest among laborers, and 
methods of settlement. 

Military : Conquest of Scotland, causes and results of Hundred Years' 
War and War of the Roses. 

Third six weeks, Cheyney, pages 276-382; Fite, pages 1-37. 

Topics — Political character and personal rule of Tudors. 

Trade and Commerce: Development of sea power, leading to explora- 
tions. Foreign policy of aiding Dutch against Spain, leading to war. 
Importance of defeat of Spanish Armada. Trading companies started. 

Labor Troubles: Elizabethan poor laws, and labor regulations. 

Religious: Influence of reformation, separation of English church 
from Rome, Anglican creed, influence of religious questions upon reign 
of Elizabeth. 

Literary: Introduction of printinj^ and its influence upon the develop- 
ment of literature. 

Second Semester: 

First six weeks, Cheyney, pages 382-506; Fite, pages 37-82. 

Political: Compare and contrast attitude of Tudors and Stuarts 
toward church and state. Emphasize new demands of people. 

Religious: Growth of factions and influence upon colonies. 

Commercial: Influence and power of trading companies. Effects 
upon king and people of the rising prices caused by influx of precious 
metals from the new world. 

Civil War: Causes, reforms and divisions in Long parliament, the 
growth of radical sentiment as the revolution progressed. Cromwell's 
policy at home and abroad and reasons for his failure. Purposes and 
results of navigation acts, rise of political parties. 

Colonial : Mayflower compact, beginnings of union and growth of 
popular government. 



COURSE OF STUDY FOR HIGH SCHOOLS 



Second six weeks, Cheyney, pages 506-593 ; Fite, pages 82-164. 

Political: Constitutional government under William and Mary, rise 
of cabinet government under Queen Anne, political degeneracy under 
Walpole, rise of Methodism and agitation for reform. 

Foreign Policy: Interference in European wars causing wars in 
America and India. Gains made in 1713 and 1763. 

Colonial : Differences between English and French colonial policy 
and results. 

Causes for American revolution resting upon differences in theory, 
reasons for England's colonial policy. 

Political: Agitation for better representation; divided sentiment in 
regard to colonies. 

Third six weeks, Cheyney, pages 593-732. 

Causes for interference in Napoleonic wars and results. Reforms 
in church and state. "Home Rule" question. Acquisition of Egypt and 
India. Growth of imperialism. The recent social and political changes 
and the changed foreign policy as illustrated by the formation of the 
triple entente and Japanese alliance are very important. 

Books — Green, "Short History;" Stubbs, "The Early Plantagenets ; 
Cheyney, "Introduction to Industrial and Social History;" Creighton, 
"The Age of Elizabeth;" Gardiner, "First Two Stuarts and the Puritan 
Revolution;" Hazen, "Modern European History." 

CIVICS 

First Semester: 

As Fite's American History has a good many pages dealing with 
civic questions, it is suggested that civics precede American History, and 
that will enable the pupil to do the second semester's work more easily. 

First six weeks, Magruder, pages 1-126. 
Important Topics : The relation of the states to the union, and to 
each other; the growth in importance of the interstate commerce clause; 
the important work of committees, the difference between the popular 
and the electoral vote for president, and the powers and influence of 
the president. 

Second six weeks, Magruder, pages 126-140. 
Topics — Diplomatic and consular service, the new federal reserve and 
farm loan banks, civil rights, the platforms of the various parties and 
methods used in nominating the candidates for presidency. 

Third six weeks, Magruder, pages 240-425. 

In studying the chapters on state governments, consult and compare 
the Oregon constitution as found in the Blue Book. The organization 
of state courts, and the method of trying a case are important. The 
township system need not be emphasized, but the manner of numbering 
townships and sections should be understood. The new types of city 
government are very important, as are all city problems. Chapters XXVI 
and XXVII are extremely good. 

The questions for discussion at the end of each chapter are invaluable. 

Books — "Our America: The Elements of Civics," Lapp. Has a sup- 
plement on Oregon government. 



COURSE OF STUDY FOR HIGH SCHOOLS 89 

AMERICAN HISTORY 

Second Semester: 

First six weeks, Fite, pages 166-296. 

Emphasize the great danger during the "Critical Period," forcing 
the states to adopt a stronger form of government; Hamilton's financial 
measures, and the diplomacy of the periods 1793-97, 1806-12. The 
European background should be constantly kept in the pupil's mind. 

Other important topics — the disloyalty of the west and threats of 
disunion, rise of parties, purchase of Louisiana, rise of the tariff question, 
the Missouri compromise, the Monroe Doctrine, the growing importance 
of the supreme court, the partially successful attitude of defiance on the 
part of several states, the new "Jacksonian" theory of government, and 
the panic of 1837. 

Second six weeks, Fite, pages 296-410. 
The growth of imperialistic sentiments, especially in the Democratic 
party, causes of the Mexican war, the growing sentiment against slavery, 
causing the formation of the Republican party, and various attempts to 
settle the slavery question, both before and after secession. Questions 
concerning contraband and the blockade are important inasmuch as our 
attitude and decisions were quoted in the Great War. Large-scale 
production and graft begin in the period after the Civil War. 

Third six weeks, Fite, pages 410-530. 

The mistakes of congress in trying to formulate a plan of reconstruc- 
tion were both a cause and a result of much bitterness in the South. 
Bring out clearly how our shifting financial policy helped to bring on 
the panic of 1893. Emphasize the causes for the unrest illustrated by 
the rise of the Greenback, Populist, Socialist, and Labor parties. The 
great differences in recent elections (1876, 1884, 1888, 1896), are interest- 
ing. The attempts to control great corporations, and the growing strength 
of the labor unions are important. The Republican party now becomes 
imperialistic. The attitude of Germany during the Samoan affair and 
the Spanish-American War have great interest now. A comparison of 
the instances in which we used war and those in which we tried arbitra- 
tion is recommended. 

Books— Elson, "History of th-3 United States;" Fiske, "Critical 
Period;" Sparks, "Expansion of the American People;" Bassett, "A Short 
History of the United States;" Paxson, "The New Nation" (1865-1917). 
The last two are up to date, as are also Hart's "New American History" 
and "West's History of the American People." 

(For the Great War, see Modern History.) 

THREE-YEAR COURSE 

Schools having junior high schools may use Robinson and Breasted's 
"Outlines of European History," vol. I for the 10th grade; Robinson and 
Beard's "Outlines of European History," vol. 11 for the 11th grade, 
leaving the 12th grade for a semester of civics and one of history, or a 
full year of American history with civics offered as an additional 
semester's course. The topics to be emphasized would be the same as 
those in the regular course, with the emphasis upon the latest topics. 



90 COURSE OF STUDY FOR HIGH SCHOOLS 

In American history as a full year's course, it would be well to bring 
the study down to or including Jackson's administration. 
Ancient History, Robinson and Breasted. 
First Semester: 

First six weeks, chapters I-V. 

Second six weeks, chapters V-X. 

Third six weeks, chapters X-XII, page 357. 
Second Semester: 

First six weeks, chapters XII-XVIII. 

Second six weeks, chapters XVIII-XXIII. 

Third six weeks, chapters XXIII-XXVII. 

Chapters XXVII and XXVIII are repeated in vol. II. 
Roman history is very weak and must be supplemented. 
Modern History. 
First Semester: 

First six weeks, Robinson and Beard, chapters I-V or VI. 

Second six weeks, chapters V or VI-X. 

Third six weeks, chapters X-XIV. 
Second Semester: 

First six weeks, chapters XIV-XX. 

Second six weeks, chapters XX-XXIV. 

Third six weeks, chapters XXIV-end. 

BOOKKEEPING 

The outline given here assumes the taking of two periods daily for the 
work, and provides for the use of business practice and the handling of 
the required business papers. 

In the work in bookkeeping it is essential that pupils appreciate the 
paramount importance of neatness and accuracy. Each transaction 
should be thoroughly understood before any record of it is made, in 
order that, when it is made, it may be made correctly. 

It will be found advisable to use the recitation frequently. It will 
help to bring out difficulties and save much time in explanation. 

It does not follow from this that it will be necessary to keep the 
entire class together throughout the work. In fact, no attempt should 
be made to hold them together. Pupils should be allowed to do their 
work as rapidly as is consistent with thorough understanding, and it is 
inevitable that some will work ahead of the others. This will not 
materially affect the value of the recitation to all. 

FIRST YEAR 

First Semester: Principles of bookkeeping, introductory course, Miner 
and Elwell. 

First six weeks, to page 58. 

Second six weeks, to page 117. 

Third six weeks, to page 149. 
Second Semester: 

First six weeks, to page 184. 

Second six weeks, to page 223. 

Third six weeks, to page 256. 



COURSE OF STUDY FOR HIGH SCHOOLS 91 

MANUAL TRAINING PREVOCATIONAL WORK 
SEVENTH, EIGHTH AND NINTH GRADES 

In harmony with the great developments of industrial education in 
all parts of the United States as well as in other countries, the schools 
of Oregon should keep time with this progressive movement. As an 
incentive in this work and for the purpose of having a common basis 
or source for information, the state textbook commission has seen fit 
to name two most excellent texts for manual training work. In the 
past the matter of textbooks (or reference books, as no text was officially 
adopted) has been a source of confusion in the different schools and 
classes. The introduction and use of the adopted books will do much 
to standardize the industrial work in our schools. 

The following outline or suggestive course of study is written for 
the Oregon schools and is therefore based on the textbooks adopted in 
June, 1919, by the state textbook commission. These books are "Trade 
Foundations Based on Producing Industries" and "Prevocational and 
Industrial Arts." 

The second book named, "Prevocational and Industrial Arts," is 
clearly a book of projects and technical details of a number of crafts 
or industries. 

The first book named, "Trade Foundations Based on Producing Indus- 
tries," is exactly what the title implies, a book for laying a foundation 
for an intelligent selection of an occupation. These books should be in 
the hands of each pupil of the seventh, eighth, or ninth grade who is 
doing any form of industrial arts or manual training work. 

General Statements 

So many of our schools are following the plan of the junior high 
school or the six-three-three plan that this suggestive outline has been 
made to meet the conditions found in these schools. 

The work is outlined on a time basis of double periods, five days 
each week. In schools where less time is given or where other grades 
are taking the work, the teacher will be able to arrange the work to 
suit the organization in his school. ^ 

All manual training is or should be prevocational work. No industrial 
work should be undertaken unless the predominating aim is to equip the 
pupil to make an intelligent choice of a vocation. For this purpose he 
must have an opportunity to undergo as many typical practical experi- 
ences as possible. In addition to the experiences gained in practical 
shop work, each individual must have an opportunity to know the 
possibilities and remuneration in the different occupations; the require- 
ments for entrance; the opportunities for advancement; the physical, 
hygienic, social, moral, and civic features of each occupation studied. 

With this thought in mind there must be close cooperation and 
coordination with and between all different departments and classes in 
the school. The teacher of English should assign topics for composition 
or descriptive writing in cooperation with the teachers of agriculture, 
home economics, manual training and commercial subjects. The teachers 
of arithmetic will gladly accept a series of problems bearing on any 



92 COURSE OF STUDY FOR HIGH SCHOOLS 

phase of these industrial subjects if furnished by these teachers. Such 
problems should be given to the class or interested members as supple- 
mentary problems. The teacher of reading will find an awakened 
interest on the part of most of her class in reading if she will call on 
the pupils of her class who are interested in prevocational work to bring 
in and read a selection pertaining to their industrial work. 

The shop teacher will get many valuable suggestions and also practical 
shop projects or jobs for his prevocational classes by taking an active 
interest in the school as a whole and listening to the suggestions offered 
by his fellow teachers. 

Plan 

The school year should be divided into four periods of nine weeks each. 
In schools equipped to do so there should be offered four different typical 
trades or occupations each term. This will provide experience and 
instruction in twelve selected occupations in the three years in which 
prevocational work is commonly offered. The selection of these typical 
occupations should be governed largely by the industrial occupations of 
the community." For instance it would be common sense to arrange the 
prevocational work for the school in La Grande, Oregon, after consulta- 
tion with the superintendent and foremen of the railroad machine sHops 
located in that city. The result of such consultation will show that 
drawing, designing, machine drafting, machine shop work, forge work, 
sheet metal work, pipe fitting, bridge building, car building, painting, 
upholstery, pattern making, foundry work, oxy-acetylene welding and 
cutting, concrete work, and electric wiring should be emphasized. 

In most of the schools of Oregon the following outline will in general 
more nearly meet the requirement for prevocational work in the 7th, 
8th and 9th grades: 

Woodwork (joinery and cabinet making) ; 

Drawing (shop and mechanical) ; 

Printing; 

Machine shop; 

Carpentry; 

Blacksmithing-; 

Woodturning and pattern making; 

Bricklaying; 

Electric wiring (wireman) ; 

Plumbing and pipe fitting; 

Sheet metal work; 

Concrete construction. 

SEVENTH GRADE 

Time, thirty-six weeks of school; double period, five days each week 
or ninety minutes daily; seven and one-half hours each week; two hundred 
seventy hours in the year. 

The school year divided into four terms of nine weeks each. 

First Term — ^Nine Weeks 

Drawing. Elements of mechanical drawing and shop drawing. 
Suggested projects: Working drawings of projects to be made in 
the shop. 



COURSE OF STUDY FOR HIGH SCHOOLS 



Second Term — Nine Weeks 

Wood work (joinery and cabinet making). 

Suggested projects: Nail box, birdhouse, footstool, plant stand, 
medicine cabinet, serving tray, porch swing. 

Third Term — Nine Weeks 
Printing. 

Suggested projects: List of words missed in spelling, tickets, visiting 
cards, letter heads, return address on envelopes, exercises taken from 
work in English. 

Fourth Term — Nine Weeks 
Machine shop. 
Suggested projects: Foot scraper, calipers, machinist's clamp, bicycle 
bundle carrier, steel frame shop bench. (See Industrial Arts Magazine, 
March, 1917.) 

EIGHTH GRADE 

First Term — Nine Weeks 
Carpentry. 

Suggested projects : Hog house, implement shed, poultry houses, 
garage. 

Second Term — Nine Weeks 
Blacksmithing. 

Suggested projects: Angle irons, brackets, braces, wagon stake braces, 
corner irons, toy wa,gon axle, lap link, ring hook with bolt, gate hinge, 
hook, staple. 

Third Term — Nine Weeks 

Wood turning and pattern making. 

Suggested projects in pattern making: Patterns for planer block, 
angle iron; brass bushing, core box; pipe T, arm for eccentric arm. 

Fourth Term — Nine Weeks 
Brick laying. 
Suggested projects: Brick wall, brick chimneys, brick arches. 

NINTH' GRADE 

First Term — Nine Weeks 
Electric work (wireman). 

Suggested projects: Bell wiring circuits, telegraph circuits, light 
wiring circuit, wiring for an electric iron, electric motor. 

Second Term — Nine Weeks 

Plumbing and Pipe fittings. 

Suggested projects: Wiping a joint, repair service pipe, build a bench 
or stand from pipe. 

Third Term — Nine Weeks 
Sheet metal work. 

Suggested projects: Stove pipe collar, pan with riveted corners, fun- 
nel, conductor elbow, single pitch roof flange, roof ridge flange. 



94 COURSE OF STUDY FOR HIGH SCHOOLS 

Fourth Term — Nine Weeks 

Concrete construction. 

Suggested projects: Fence posts, trough, concrete walks, concrete 
steps, flower box, roller, garden seat. 

As a suggestion of how to use the adopted textbooks in prevocational 
work with your class an elementary project in wood work has been 
selected and a study of the project, a bench hook, made. 

The progressive teacher will work out with his class some such 
scheme in all the different lines of work undertaken in the grades as 
well as in the high school classes. 

The working drawing should never be omitted. By having each pupil 
supplied with a loose leaf lesson file and requiring each drawing to be 
kept as well as suggestive notes and references the weekly and term test, 
if such test be given, will be only a matter of reviewing the work. 

Make drawing of project in this space. 



Bench Hook 
Drawing of Project — Never omit drawing of project. 

Bill op Materials 

Finished sizes. 

1 pc - - %"x5^"x9" 

2 pes. — - -: %"xl%"x4" 

6 wire finishing nails. 

Glue. 

Seventh Grade — Project No. 1 

See pages 23, figure 61, p. 24; pages 72, 73, 74, 75, figures 8, 9, 10, 
"Prevocational and Industrial Arts." 

The following study outline is taken from "Trade Foundations." To 
economize on space and time the first figure or number shows the page 
and the second and following indicates the article. Illustrations : I. Man- 
ufacturing and Mechanical, see page 79 and following; articles 80-82, 83- 
95, 96, 97 will be written : Manufacturing and Mechanical, p. 79 f ., Art. 
80-82, 83-95, 96, 97. 

I. Manufacturing and Mechanical, p. 79, ff:. Art. 80-82, 83-95, 96, 97. 
A. Trades or Occupations Represented:- 
1. Drawing, Working, p. 405 f., Art. 27. 



COURSE OF STUDY FOR HIGH SCHOOLS 95 

2. Lumbering, p. 45 ff. : 

a. Importance of, p. 45. 

b. Division of, p. 45, Art. 41. 

c. Workers in, p. 45 ff. 

d. Operations, p. 285 ff. 

3. Carpentry, p. 83, Art. 83 : 

a. The trade of (Building Contractor), p. 83. 

b. Operations, pp. 289 to 311. 

4. Cabinet Making, p. 99, Art. 97 : 

a. The trade of, p. 99, Art. 97., 

b. Operations, pp. 311 to 320. 

B. Materials, p. 167 f. : 

1. Wood, pp. 168 to 191 : 

a. Pine, p. 194 f.— Fir, p. 193.— Spruce, p. 196 f. 

2. Nails, p. 307, Art. 70. 

3. Glue, p. 243 f. 

C. Tools (used in construction of) , p. 247 ff . : 

1. Rule, p. 305, Art. 62; Square, p. 330, Art. 141, p. 364, 

Art. 221. 

2. Try square, p. 289, Art. 16; Square, p. 330, Art. 141, 

p. 364, Art. 221. 

3. Bench knife (Sloyd), p. 306, Art. 65, p. 309, Art. 76, or 

scratch awl, p. 306, Art. 66. 

4. Saw— cross cut, p. 254, Art. 8, p. 293, Art. 24. 
Back saw, p. 293, Art. 25. 

5. Gage, p. 304, Art. 58, p. 310, Art. 79. 

6. Planes, pp. 295 to 298: 

a. Jack plane, p. 295, Art. 32. 

b. Block plane, (?) p. 296, Art. 34. 

7. Hammer, p. 252, Art. 6, 7, p. 306, Art. 67. 

8. Nail set, p. 307, Art. 70. 

9. Hand screws— clamps, p. 301, Art. 52, 53, p. 473, Art. 28. 

D. Operations: 

1. Measuring (laying out), p. 305, Art. 62, 63, 64. 

2. Marking (laying oiit) , p. 289, Art. 16, p. 330, Art. 141, 

p. 364, Art. 221, p. 306, Art. 65, 66, p. 309, Art. 76. 

3. Sawing, p. 293, Art. 24-29, p. 254, Art. 8. 

4. Planing (jack) , p. 295, Art. 32. 

5. Testing, p. 330, Art. 139-141, 142, p. 289, Art. 16. 

6. Gaging, p. 304, Art. 58. 

7. Assembling, p. 319, Art. 123, p. 421, p. 96, Art. 94, p. 114. 

8. Gluing, p. 316, Art. 115. 

9. Clamping, p. 300, Art. 50, 51, 52, 53. 

10. Nailing, p. 306, Art. 67. 

11. Setting nails, p. 307, Art. 70. 

Note : This outline and suggestive course in prevocational work is neces- 
sarily brief. A detailed course of study has been w^ritten for teachers using 
"Trade Foundations" as a text. This detailed course of study contains shop 
drawings of numerous projects, suggestions to teachers, page and paragraph 
references, and a working bibliography all in harmony with this suggestive 
outline. The above mentioned course may be obtained from Guy M. Jones Com- 
pany, 519 Mercliants Bank Building, Indianapolis, Indiana. 



96 COURSE OF STUDY FOR HIGH SCHOOLS 

HOME ECONOMICS 

"Home Economics is a subject that centers around the problems of 
the home and other institutions, the problems of which are of a similar 
nature. The subject includes a study of food, shelter and clothing viewed 
from the standpoint of hygiene, economics and art, and a study of the 
relations of the family to each other and to society." 

A modern course in Home Economics consists of something more than 
lessons and demonstrations in sewing and cooking. While it is the 
purpose of such a course to develop ability to cook and sew, the real aim 
of the Home Economics work is much broader; it should increase in the 
girl a feeling of responsibility as a member of her family group and 
awaken in her a desire to participate in promoting the welfare of society 
in general. 

The courses in cooking offered in Household Science are designed 
(a) to develop in the girls an appreciation of the power of a sound mind 
and a healthy body; (b) to give a knowledge of the maintenance of the 
body in health, and (c) to indicate the means by which health may be 
restored if lost. This requires a knowledge of the composition and 
function of foods; how to choose the right food and how to prepare and 
serve it. The course should give to every girl knowledge and skill in 
home making that is an essential part of the .education of every young 
woman, regardless of her future occupation. 

Many mothers of the present day lack the scientific and economic 
knowledge to adjust themselves to modern conditions in the training of 
their daughters. The schools or some other agency must train the girls 
in order that the modern home may be managed in the most efficient 
way and thus bring about the fullest happiness of the family group. 
The need for the right kind of homes, which will serve as factors in 
developing the character of the members of the family group, is being 
recognized as a national obligation. 

In preparing a high school course in Home Economics, three types of 
students must be considered. 

1. The girl who expects to remain at home or become a home maker 
upon the completion of her high school education. 

2. The girl who aims to enter industrial or commercial pursuits and 
will require some home economics studies as a part of a liberal education. 

3. The girl who aims to go to college. 

This course has been prepared so that each semester's work represents 
a complete half unit. In planning the course it is assumed that the 
students have had some industrial training in the lower grades and 
home economics in the seventh and eighth grades. 

Because of the immaturity of students and their lack of sufficient 
basis for choice, it seems advisable that the work of the seventh and 
eighth grades be required of all girls. Every girl, no matter what line 
of work she may enter, should have an opportunity to become acquainted 
with at least this amount of the subject. 

The aim of the courses in Home Economics as presented to the 
seventh and eighth grades is to teach good working habits together with 
the fundamental facts of good cooking and good sewing. The lessons 
are planned to develop deftness and accuracy in handling of materials; 



COURSE OF STUDY FOR HIGH SCHOOLS 97 

judgment as to the choice of material and as to the finished product; 
correlation of hand and brain and, withal, self-reliance. When the girl 
leaves the eighth grade, she should have a general working knowledge 
of the simple foods, their selection and preparation and the correct 
combination of these foods in the meal. She should be able to appreciate, 
in a measure, the questions of economy, conservation, hygiene, and art 
in the solution of the clothing problem, and the practical work of the 
sewing room. 

The arrangement of the following courses is suggestive only. It 
is optional to instructors as to the particular years in which the subjects 
should be presented. The courses in household science and household art 
may be given alternate semesters or sequentially. 

In presenting the subjects of household science and household art, 
there is great danger of becoming mechanical — ^giving mere cooking or 
sewing lessons. This should be guarded against in every way possible, 
by keeping in mind the main objective; namely, train the girl to main- 
tain a home economically, to keep the family healthy and to make home 
a comfortable and happy place. 

The number of units to be offered in the field will Vary with the 
school, from one unit in household science or household art to a 
maximum of four units in home economics divided along the lines sug- 
gested. The work in any school may be of a type to fit the desires of 
the community and the local board of education. 

The method of offering the course in home economics may also vary, 
but it is recommended that one of the following plans be adopted. 

a. A semester (18 weeks) in household science followed by a semester 
in household art or vice versa, 90-minute periods five times a week, the 
time to be utilized as seems most advisable to the supervisor in charge. 

b. A full year of household science or household art, 90 minutes a 
day, five tirries a week. When this plan is used, it seems best to offer 
the work in clothing the first year. This arrangement will give the 
students an opportunity to elect the elementary sciences, preparatory to 
household science work. 

Correlation. It is recommended that correlation of other subjects 
with those of home economics have special consideration. Chemistry, 
physics and physiology or some other biological science should precede 
or parallel the work in elementary dietetics and sanitation; fine arts 
should make a valuable contribution to household arts. 

The home economics studies offer many opportunities for correlation 
with other subjects in the school, thus lending themselves easily to the 
development of a well-knit, unified curriculum. Based, as much of the 
work is, on underlying principles of science, the interrelations of the 
natural and physical sciences with the home economics subjects should 
be carefully worked out and applied as frequently as possible to their 
mutual strengthening. The fact that girls are often not interested in 
science and do not grasp its principles has given rise to the statement 
that they have not scientific minds and hence can not learn the subject. 

This condition is really due not to the fact that the girl has any 
less ability for comprehending scientific truth, but rather to the fact 
that in the past the principles of science have been taught through 
phenomena that do not come into the life and knowledge of the girl and 

Sig. 4. 



98 COURSE OF STUDY FOR HIGH SCHOOLS 

that consequently have little meaning or interest for her. If her 
chemistry, physics, and biology are taught in connection with the 
materials and processes she is accustomed to use every day in her home 
and school life — the chemistry of foods and textiles, the physics of the 
kitchen range and the heating system of her home, the biology of the 
cleaning and preserving lessons of her home economics course, the 
hygiene of her own personal life and surroundings — it will be observed 
that her interest is quite as keen and her mental processes quite as alert 
as are those of the boy when he studies his steam engine or automobile. 

"It has not been the custom in the past to introduce science work, 
other than the nature study and geography of the early elementary 
grades, before the first year of high school or the ninth year. There 
seems no valid reason why these subjects in the form of general science 
should not form a part of instruction under the general title of 
Introduction to Science, with special subdivisions of hygienic and 
chemico-physical study"; and that the studies "should be scientific, 
although not science in the strict sense. That is, they should follow 
methods of science, but not its characteristic generalizations. 

If the home economics teacher has the proper preparation, general 
science may well form an integral part of the home economics course, 
and its applications and illustrations may be taken from that field, thus 
making for economy of time as well as for a surer understanding of the 
principles." 

The state adopted text books in home economics should be supple- 
mented by the standard reference books and bulletins, reports, charts 
and other material supplied by federal and state governments. The 
instructor should see that the school library is supplied and the pupils 
make use of the library. The current magazines also provide much of 
value but the teacher must exercise judgment in their use. (See State 
Library lists for bibliography.) 

Note Books. The general tendency today seems to be away from 
note books as much as possible. All students, however, should keep a 
note book of some kind or a card system. In it they should enter the 
assignments, notes on special reports, outlines, summaries and like 
materials. They should be encouraged to work out some system in the 
keeping of notes. Students will learn that a good set of notes is a 
splendid companion for their text book, as well as a means of giving the 
subject definite organization. 

A strong advisory system is to be recommended in home economics in 
order that the girl may choose those studies which help her to attain her 
goal, whatever that may be. The fundamental course may be the same 
for all groups. The differentiation may be established through subse- 
quent courses or through a series of unit courses. The aims of the 
individual members of the class should determine subject matter to be 
chosen. 

The following combinations are suggested: 



COURSE OF STUDY FOR HIGH SCHOOLS 



99 



English 

General Science 
Home Economics III 



Eledtives 



Algebra 
History 



II 



English 

General Science 
Home Economics I"V' 

III 
English 
History 
Home Economics I 

Electives 

Botany or Biology 

A.lgebra 

S-eometry 

Modern Language 



IV 
English 
History 
Home Economics II 

V 
English 
Home Economics V 

Electives 
Civics 
Physics 

Modern Language 
Typewriting 
Geometry 
Algebra 

VI 
English 
Home Economics VI 



VII 
English 
Home Economics VII 

Electives 
Chemistry 
Economics 
Modern Language 
Stenography 
American History 

VIII 
English 
Home Economics VIII 



Followirxg order in Course of Study: 
Household Science (Home Economics I, II, VI, VII), 
House Management (Home Economics V). 
Household Art (Home Economics III, IV, VIII). 



100 



COURSE OF STUDY FOR HIGH SCHOOLS 



FOUR YEAR COURSE IN HOME ECONOMICS 

Home Economics I 

Household Science — First Semester 

Periods — 90 Minutes Daily 



Technical Work 
Organization of Work 
Cleaning 
Measuring 



The Kitchen 

Subject Matter 
Furnishing 
Care 

Housekeeper's duties 
Measures 



Correlation 
General Science 
English 
Physiology 



Experiments illustrating 

burning 
Laying, starting and reg 

ulating fire. 
Reg-ulating gas and elec 

trie equipment. 



Heat Combustion and Fuels 

Essentials of combustion General Science 
Kinds and classes 

- Value of different fuels 
Kindling temperature 

- Products of combustion 



Preservation op Fruits and Vegetables 



Canning, preserving and 
jelly making under var- 
ious methods 
Sterilization and sealing 
Labeling and storage 



Why fruit spoils 
Gums as friends and foes 
Methods of preservation 
Harmful preservatives 
Prevention of waste 
Changes due to preserva- 
tion 
Selection of fruit and 

vegetables 
Proper storage 



Bacteriology 

Botany 

Physiology 



Experiment to show freez- 
ing, simmering and boil- 
ing points and how 
these are affected by 
addition of salt 

Removing temporary and 
permanent hardness 

Technical Work 



Water 

Composition 

Source 

LTses in body 

Uses in cooking 

Kinds 

Daily requirement 

Temperatures 

A cleansing agent 

Subject Matter 



Chemistry 
Physics 
Physiography 
Bacteriology 



Correlation 



Food 



Classifjr common foods 
Compile food list accord- 
ing to food values 



Classification 
Composition 



Cheinistry 
Physiology 



Carbohydrate Series — Sugar 



Experiment for melting- 
point of sugar 

Make peanut brittle and 
other candies 

Pack and wrap box candy 

Make sugar syrup and 
lemonade 



Geography 

Physics 
Chemistry 



Sourse of sugar 

Mani'.facture 

Value of sugar and cand5'' 
in the diet 

Daily requirement 

Danger from excess 

Importance of pure candy 

Principles of candy mak- 
ing 

Methods of avoiding crys- 
talization 

It is not expected that the students study Chemistry, Physics and Bacteriology 
in the first and second years, but the scientific phenomena may be explained by 
the teacher by the use of simple terms. 



COURSE OF STUDY FOR HIGH SCHOOLS 



101 



Technical Work 
Cooking fresh and dried 
fruits 



Experiments to deter- 
mine solution of starch 
in hot and cold water 

Use of iodine test to ident- 
ify starch 

List of starchy foods 

Preparation of cereal 
dishes 

Boiling, steaming and 
fireless cooker 

Report upon home cook- 
ery of sago, tapioca and 
macaroni 

Baking, boiling and 

steaming 
Addition of seasonings 
Making of vegetable soup 

and white sauces 
Soup accompaniments 



Leavening by means of 

chemicals 
Incorporation of air 
Expansion due to steam 
Experiments to show ac- 
tion of various leaven- 
ing agents 
Make biscuits, muffins, 
etc. 



Fruits 

Subject Matter 
Composition 
Classification 
Nutritive value 
Selection and care 
Principles involved in 

cooking 
Cost 

Cereals and Starches 

Source and composition 
Food value 
Principles of cooking 
Need for thorough cooking 
Manufacture of starch 
Manufacture of cereal 

products 
Comparison of uncooked 
and ready-to-eat cereal 

products 
Storage and cost 



Vegetables 

Composition 
Classification according 

to parts used 
Principles of cooking 
Methods of cooking- 
Changes due to cooking 
Digestibility 
Selection and care 
Serving 

Quick Breads 

Meaning of term 
Essentials for bread mak- 
ing 
Flour (manufacture) 
Leavening agents 
Rules for making 
Nutritive value 
Digestibility 
When to serve 
Cost 



Correlation 
Botany 
Chemistry 
Physics 
Geography 



Geography 
Botany 
Physics 
Physiology 



Geography 

Botany 

Physics 



Chemistry 

Physics 

Physiology 



a. Steeping, boiling, 
steaming 

b. Marketing 
Cooking 
Table setting 
Serving 
Correct eating 
Care of leftovers 
Cleaning 



a. Beverages — b. Breakfasts 

Water Chemistry 

Beverages Pliysiology 

Tea, coffee, ' cocoa and Geography 

chocolate History 

Planning breakfasts English 
Table service 
Table etiquette 



Protein Cookery 
(Comparative food values of milk, meat 



Separation of parts of 

milk 
Effects of heat and acids 
Coagulation by rennet 
Preparing milk dishes 
Pasteurize and sterilize 
Clean milk utensils 



Sig. 5. 



Milk 

Composition 

Nutrative value 

Principles involved in 
cooking 

How to buy 

Care and cost 

Value in the diet of chil- 
dren 

Certified, condensed and 
malted milk 

Cheese (kinds and manu- 
ture) 



and eggs) 
Bacteriology 



102 



COURSE OF STUDY FOR HIGH SCHOOLS 



Technical Work 
Testing for freshness 
Effects of heat 
Use of eggs as thickening 

agents 
To incorporate air 
Making omelet 
Custards and souffles 
Packing eggs 

Planning menus 

Compile lists of suitable 

luncheon dishes 
Cooking 
Buying 
Serving 

Make yeast breads of va- 
rious kinds 
Baking 
Care of bread 



Sandwich makins 



Field trip to bakery 



Subject Matter 
Structure and composition 
Nutritive value 
Digestibility 
Value of eggs in childrens' 

and invalids' diets 
Cause of spoiling of eggs 
Cost and storage 

Luncheons 
Good food combinations 
Buying in season 
Economy in foods 
Table service 



Yeast Breads 
Kinds 

Yea sts — va rieties 
Methods of reproduction, 

factors essential to 

growth 
Methods of making breads 
Materials used 
Manipulation 
Baking 

Nutritive value 
Digestibility 
Comparison of cost of 

home-made and baker's 

bread 
Causes of defects in bread 
Qualities of good bread 
Score cards 
Comparison of home-made 

and baker's bread 
Use of leftovers 



Correlation 
Physios 
Physiology 



Physics 

Art 

Mathematics 



Home Economics II 

Household Science — Second Semester 

Periods — 90 minutes daily, four times per week, parallel with Housewifery- 



Technical Work 

Examine structure 

Effects of heat, acid and 
salt 

Cooking meat in various 
ways 

Soup making 

Use of leftovers 

Field trip to meat market 

List cuts of meat accord- 
ing to price 



Examine structure 

Clean 

Cooking and seasoning 

Serving 



Meats 
Subject Matter 
Kinds, structure 
Composition 
Selection 
Nutritive value 
Reasons for cooking 
Methods of cooking 
Methods of preserving 
Food laws governing sup- 
ply 
Meat substitutes 

Fish and Other Sea Foods 

Structure 

Composition 

Selection 

Characteristics of good 
fish 

Seasons of various kinds 

Nutritive value 

Methods of cooking 

Reasons for cooking 

Fresh and canned prod- 
ucts 

Serving 

Cost 



Correlation 

Physics 
Physiology 



Geograpliy 
Physiology 



COURSE OF STUDY FOR HIGH SCHOOLS 



103 



Fats 



Subject Mattel- 
Composition 



Technical Work 

rest for adulterants 

Render fat Kinds, sources 

Experiments to determine Value as a food 
temperatures for frying Effects of heat 
cooked and uncooked Economy in the use 
food fats 

Clarify fats Cost of various kinds 

Deep fat frying Substitutes 

Pastry 

Cakes and Cookies 

Make and bake various Classification 



Correlation 
Chemistry 
Pliysiology 



kinds of cakes and 
cookies 



Ingredients and propor- 
tions 
Methods of mixing 
Baking 
Characteristics of good 

cakes 
Score cards 
Nutritive value 
Digestibility 
When to serve 
Cost 

Puddings 
Make steamed, baked and Classification 

boiled puddings Ingredients 

Sauces Nutritive value 

Serving Digestibility 

Wlien to serve 
Attractiveness 
Cost 

Dinners 
Cooking and serving din- Menu making 

ners 
Field trip to markets 



Cliemistry 

Pliysics 

Physiology 



Chemistry 

Physics 

Physiology' 



Bookkeeping 



Menus for meals of dif- Art 

ferent seasons 
Menus for special occa- 
sions 
Menus for meals of small 

cost 
Selecting of food materi- 

ials for menus 
Cost of food ' 
Methods of purchase — 
marketing 
Note — These meals to be planned without calorific value 
knowledge of food principles. 

Salads 



planned from 



Make various kinds of 
salads 

Make cooked, French and 
Mayonnaise dressing 

Select and prepare mate- 
rials for salads 



rest for purity 

Experiments to show solu- 
bilitj' in hot and cold 
water 

Prepare gelatin — 
With fruit juice 
With fruit pulp 
With fruit and nuts 
Witli cream or whites 
of eggs 

Use in making candy 

Make puddings, salads, 
soup, croquettes 

Souffles, sandwiclies, scal- 
loped dishes 

Serve attractively 



Classification Botany 

Ingredients ^ Physiolog5^ 

Preparation ^ Art 

Suitable combinations 
Value in diet 
Comparison of food 
Values of different kinds 

Gelatin 
Source Chemistry 

Commercial preparation Pliysics 
Properties Pliysiology 

Composition 
Value as food 
Cliaracteristics 
Uses in cookery 
Nutritive value 
Cost 



Leftovers 
Suitable food combinations Art 
Condition of material Physiology 

Seasoning 
Economy 
Digestibility 
Cost 



104 COURSE OF STUDY FOR HIGH SCHOOLS 

Frozen Desserts 
Technical Work Subject Matter Correlation 

Make ices and ice cream Kinds and examples Physics 

Serve Ingredients and propor- 

Care of freezer tions 

How to freeze 

The ripening process 

Substitutes for freezer 

Nutritive value 

Digestibility 

When and how to serve 

Cost 

Preparation of Meals 

Preparation and serving of meals is to be assigned the class from time to 
time throughout the semester. 

Household Science — Second Semester 
Housewifery 
(This course is to parallel Household Science, Home Economics U) 
. Periods, 90 minutes one day per week 

Care op the House 

Sources of dirt ; way of removing dirt ; materials for cleaning ; necessity for 
definite plan ; order of work for day or week ; short cuts ; use of labor saving 
devices ; time studies for standard practice. 

Equipment 

Tools — inexpensive labor saving ; materials — common cleansing agents ; 
choice, care and cost of tools and materials ; relation of dress to efficiency ; dis- 
cussion of proper house dress, shoes, etc. 

Special Problems to Be Considered 

Bedroom — bed making; daily plans of work; weekly cleaning. 

Care of furniture — polished, wicker and reed ; upholstered ; painted. 

Care of floors and woodwork — painted ; oiled ; varnished ; waxed ; enameled ; 
linoleum. 

Care of glass — ^windows ; mirrors ; pictures. 

Bathroom — special study of plumbing ; care of enamel, etc. 

Kitchen — modern time saving methods ; relation of posture to efficiency ; spe- 
cial study of sink and its care ; range or stove ; refrigerator, cooler or window 
box ; cupboards, closet or shelves. 

Cleaning of kitchen utensils — iron, aluminum, silver, granite, nickel, enamel, 
brass, tin, wood. 

Laundering — sorting of clothes ; removal of stains, including rust, fruit, coffee, 
cocoa, blood, oil, grass. 

Soaking, washing, boiling, rinsing, bluing, starching, drying, sprinkling, 
ironing. 

Special work on washing — flannels ; silk hosiery and gloves ; delicate fabrics. 

Home Economics VI 

Household Science — Third Semester 

(May be taken either Junior or Senior Year) 

Periods, 90 minutes daily 

Elementary Dietetics, 12 Weeks 

Technical Work Subject Matter Correlation 

Weigh and measure 100 calorie Selection of food materials for Chemistry 

portions of different foods menus Physiology 

Compute 100 calorie portions of Food combinations Bacteriology 

several foods Rules for combining various food Art 

Calculate from dietary tables the iprinciples English 

number of calories each mem- Method of measurement of fuel Bookkeeping 

ber of a given family requires value of foods Economics 
for daily diet 



COURSE OF STUDY FOR HIGH SCHOOLS 



105 



Technical Work Subject Matter Correlation 

List foods rich in protein, fat, 
carbohydrate and mineral con- 
tent 

Make trip to market ; reports on 
market prices 

Compare cost of foods purchased 
in small and large amounts 

Study labeling 

Plan meals suitable for the 
breakfast, luncheon, dinner 
and supper 

Plan meals for a definnite sum 

Serve lucheon — allowance 10 to 
12 cents per individual 

Plan dinner — allowance 12 to 15 
cents per individual ; complete 
the day's ration 

Pay guests 

Serve dinner — 12 to 15 cents per 
individual 
(Note. — Marketing to be done 

in each case by girls.) 

Plan meals with special refer- 
ence to economy of time, labor 
and fuel 

Plan, prepare and pack lunch- 
eons for school child, laboring 
man ; also picnic lunch 

Preparing of meals for public 
occasions 

Sandwich making 

Plan for reception 

Reception to townspeople /■ 

Reports on meals prepared at 
home 

Home Nursing^ 4 Weeks 
This course gives the practical treatment of simple ailments of the human 

body and methods of handling emergencies that may occur in the home, the school 

or elsewhere. 



Subject Matter 

Food requirements as influenced 
by age, etc., with special em- 
phasis on correct feeding of 
infants and young children 

Dietary standards 

Cost of food, conditions which 
affect cost, methods of pur- 
chase ; marketing 

Means of reducing cost 

Planning meals 

Study principles underlying the 
making of menus 

Suitable combinations 

Variety, etc. 

Estlietic consideration 

Meals for different seasons and 
occasions 

Preparation and serving of meals 

Styles of service 

Accepted rules for service 

Table etiquette 

Plan of work as to economy of 
time, labor and fuel 



Plan and prepare day's ration for tu- 
bercular patient 

Plan and prepare day's ration for rheu- 
matic patient in March 

Prepare dishes for convalescent 



Theory of disease 

List of diseases carried by air, water, 

insects 
Infection and disinfection 
Contagion 

Care of the sick — -patient and nurse 
Care of sick room 
Influence of air 
Influence of water 
Influence of sunlight 
Study of causes of common diseases 
V and methods of feeding 

Diet for obesity 
Diet for underweight 
Diet for hard working man 
Diet of aged 
Emergencies 

Prepare and apply antiseptics, ban- Types of emergency remedies 

dages List of emergencies 

Emergencies 

Prepare and apply splints and poultices 

First aid remedies 

Camp Cookery, 2 Weeks 
Camp breads Camp menus 

Camp vegetables, prepared in class Camp equipment 

Camp meats (mulligans and stews) 
Camp desserts, prepared in class 
Preparation of camp supper out in the open 
Picnic salads 

Prepare picnic lunch, paid for by girls 
Prepare class picnic lunch, expense paid by class 
In groups of two, plan and prepare lunch for two from materials 

furnished for practical examination 
Cleaning laboratories — lessons to be distributed throughout the 

course 



106 



COURSE OF STUDY FOR HIGH SCHOOLS 



Home Economics VII 

Household Science — Fourth Semester 

Cafeteria Cookery 

(Junior or Senior Year) 

Periods, 90 minutes daily 

This course is offered solely for the purpose of giving the girl train- 
ing in quantity cookery; in planning for varying numbers of people to be 
served, and in the daily planning of meals so as to give variety, to furnish 
correct combinations of foods and to utilize foods in season and leftovers. 
At no time should the course be so given as to exploit student labor, or to 
serve merely as a means of supporting the cafeteria. 



Quantity Cookert 



Technical Work 
Planning simple menus for 

school cafeteria 
Recipes enlarged to meet re- 
quirements of number served, 
detailed cost of recipe worked 
out, and cost per Individual 
service 
Making of market order 
Planning of laboratory work to 
secure best result with expen- 
diture of least tinie and en- 
ergy 
Preparation and serving of cafe- 
teria lunches 



Subject Matter Correlation 

Food requirements of the school 

child that sliould be met by 

the cafeteria 
Tj-pes of food suitable for school 

cafeteria service 
Use of seasonable economic 

foods 
Utilization of leftovers 



Use op Seasonable Foods 

Visit markets Perishable foods found on mar- 
Note vegetables as they appear ket at different seasons 

and disappear on the market Use of new food products 

Observe new food products as New uses of every day pi-oducts 

they are put upon the market Menu making with special em- 
Preparation of dishes using these phasis upon planning m.^als 



Art 
Instruction 



for time of year ^vhen variety 
is hard to secure 



products 

Planning of meals using prod- 
ucts prepared 

Display of foods so prejiared, 
with suggested menus for their 
use 

Individual members of clasa note 
recipes appearing in print and 
bring to class for preparation 
those deemed worthy of trial, 
judged according to developed 
flavors, combination, attract- 
iveness, etc. 

It is suggested that the class be divided into two sections, thus alter- 
nating laboratory and recitation work. After the first two or three weeks, 
of course two days each week will probabley suffice for the planning of 
the succeeding weeks' cafeteria work, after which remaining days of the 
week should be spent as suggested in experimental cookery. 



COURSE OF STUDY FOR HIGH SCHOOLS 



107 



Technical "Work 



[nvestigate salaries or wages re- 
ceived by various classes of 
wage earners — clerks, teach- 
ers, business men, doctors, 
carpenters, etc. 



Personal clothing budget (in- 
clude last year's, this', .vear's 
and next year's) 



Home Economics V 

House Management 

(Junior or Senior Year) 

Periods, 90 minutes daily 



Subject Matter 
The scope of Household Arts 
The purpose of Household Arts 
Analysis of the household ; func- 
tions of the home 
Responsibility of the home mak- 
er : as housekeeper ; as home 
maker 
Needs of the family : 

1. Shelter 

2. Food 

3. Clothing 

4. Cost of operating 

5. Adancement 

6. Savings 

Tlie family income : 

1. Consists of : Wages ; in- 
vestment ; productive labor ; 
use income ; good manage- 
ment 

2. Methods used for its divi- 
sion : 

a. Doling method 

b. Allowance and its va- 
riations 

c. The budget 
The efficient home : 



Correlation 

Mathematics 

Art 

Physics 

Physiology 

Physiographj 

Hygiene 

Sanitation 



Personal budget work on basis 
of family income 



1. Meaning — a house which 
satisfies the family needs 

2. Tlie budget — the means of 
providing for the family 
needs 

The budget varies with the 
needs and ideals of the fam- 
ily 

Generalizations which help 
in estimating individual 
budgets 

3. Responsibilities of the home 
maker : 

Care of house 
, Preparation of meals 
Purchase, construct ion 

and care of clothing 
Training of children 
Heme management : 
Family budget 
Purchase of supplies 
Household accounts 
Training of family 
Care of sick 
Typical divisions for all in- 
comes : 
Food — ■ All food, including 
meals taken away from 
home 
Shelter, rent, property taxes, 
fire insurance, water taxes, 
etc. 
Clothing, including repairs, 
mending supplies, dressmak- 
er, etc. 
Operating — Light, heat, tele- 
phone, laundry, services of 
all kinds, house furnishings, 
labor saving devices 



108 



COURSE OF STUDY FOR HIGH SCHOOLS 



Technical Work 



Subject Matter 

Savings, including property, 
life insurance, saving ac- 
accounts, bonds, etc. 

Advancement — Education, mu- 
sic, books, churcli, etc. 

Account keeping : 
Practical methods : 

a. Book system 

b. Set of cards 
Balancing accounts 
Advantage of paying by 

check 
Home life : 

Family ideals and standards 

of living 
Physical, moral and spiritual 

welfare of family 
Culture and education 
Hospitality 
Civic responsibility 



Correlation 



Planning and Furnishing a Home 



Family problems — 
Problem I : 

Choose lot ; consider price 
Write descriptions of lot and 

give reasons for your 

choice 
Exterior view, showing type 

of house 
Rough floor plans of house, 

on cross section paper 
Visit a number of homes if 

possible 



Rough room plans showing 
arrangement of furniture 
Living room, kitchen, bed- 
room 



Illustrations of good or bad 
taste 

Visits to shops for prices on 
furnishings ; consult cata- 
logues, etc. 



Problem II : 

Annual income of $1,200.00 



Buy lot, build cottage or 
bungalow and furnish as 
completely as practicable 
the first year 



Selection of the Home : 
1. Site: 

Locality : 

a. Neighborhood, class 

of people ; types 
of houses 

b. Nearness to church ; 

nearness to neigh- 
bors 

c. Nearness to school 

of choice 

d. Proximity to facto- 

ries, garbage dis- 
posal, etc. 

e. Convenience to car 

line and work 

f. Sewer connections 

g. Water supply 
h. Local taxes 

i Streets and pave- 
ment impr o V e- 
ments 
Lot itself : 

a. Drainage 

b. View 

c. Slope 

d. Exposure 

e. Soil 

f. Shape 

g. Clear title ; back 

taxes 
Interior considerations : 

a. Number of rooms ; 

size ; arra n g e- 
ments 

b. Exposure, sunshine 

c. Window space, ven- 

tilation 

d. Lighting 

e. Heating 

f. Plumbing 

g. Sliape of rooms — 

possibility of dec- 
orating 
Interior decorating : 
Wall and floor cover- 
ings, consid e r i n g 
sanitation, durabil- 
ity, utility, beauty 
and color harmony 



COURSE OF STUDY FOR HIGH SCHOOLS 



109 



Technical Work 

Tyipical budgets (mother, 
father and three children 
uVider 14 years, for in- 
comes ranging from $600 
to $2,400) 



Subject Matter Correlation 

E\irnishings : 
Living room 
Dining room 
. Kitchen 
Hall 
Bath 

Bedrooms 
Points to consider in 
arrangements 

1. Symmetry 

2. Harmony — of use ; 

of color 

3. Balance 

4. Practical or es- 

thetic use 

5. Simplicity 

6. Unity 

7. Atmosphere 
Special consideration : 

1. Good design in 

furniture 

2. Decorative treat- 

ment of windows 

3. Domestic rugs and 

carpets 

4. Pictures in the 

home 

5. Artificial lighting 

6. Fireplace 

7. Labor saving 

kitchen 

8. Books in the home 



Furnishing Girl's Bedroom 



Selection of material for sheets 

and pillow cases 
Submit an original problem in 

decoration 

(Note. — This may be done in 
art department) 
Make dresser set of linen, dimity 

or creton 



Bedroom linens and decorations 
Neatness and cleanliness in bed- 
room 



Home Economics III 

Household Art — First Semester 

Periods, 90 minutes daily- 



Technical Work 

Review of stitches, seams and 
fastenings 

Microscopic and physical exami- 
nation of cotton and linen 
fibers 

Collection and comparison of 
samples 

Note width and cost 



Making a suit of underwear 
Care of sewing machine, etc. 
Making a combination undergar- 
ment or teddy bear 



Correlation 
Geography 
Botany 
Economics 
Art 



Subject Matter 

Study of equipment in sewing 

Location and furnishings of sew- 
ing room 

Selection of equipment to con- 
serve health and time of work 

Study of cotton 

Importance, where grown ; va- 
rieties ; importance in United 
States ; cotton culture ; grow- 
ing ; shipping ; cotton manu- 
facture ; finishing ; common 
cotton materials every girl 
should know ; cotton by-prod- 
ucts 

Cost of outfit 

True economy in buying 



Underwear 

Points to be considered in selec- Art 

tion of materials Economics 

Discussion of styles as to beauty. Chemistry 
utility and health 



110 



COURSE OF STUDY FOR HIGH SCHOOLS 



Technical Work 
Commercial pattern 
Seam finishes 
Neck and armseye finish 
Suitable hems or bias facing 
Buttonholes ; sewing on buttons 
Sewing on lace 

Simple decoration as feather- 
stitch 
Problem of box plait closing in 
corset cover, and placket in 
drawers will be brought in 
Mending underwear : 

Patching, hemmed or overhand 
patch ; mend lace ; mend 
embroidery ; articles brought 
from home ; washing before 
mending emphasized 
Darning of stocking 



Subject Matter 

Relative value of trimmings 

Selection of designs 

Materials and trimming suitable 
for underwear ; appreciation 
of nice underwear and sense 
of refinement which its wear- 
ing tends to give ; ready-made 
underwear vs. home made ; 
conditions under which much 
ready-made underwear is man- 
ufactured ; corsets and their 
proper adjustment ; care of 
corsets ; kinds of corsets young 
girls should wear ; care of un- 
derwear ; amount and cost of 
underwear for a school girl 
for a year 

Repairing of underwear 

Proper mending 

Selection of hosiery 

Laundering 



Correlation 



Petticoat (Drafted Pattern) 
Draft pattern and make varia- Design as related to line and 

tions proportion 

Cutting, fitting Design as related to utility, 

Suitable seams, plackets, putting beauty and health 
on belt, hanging skirt and Selection of material 
hems Economy of material 

Making flounce Straight line drafting 

Use of machine attachments, as Method of finishing 
tucker, ruffler, and setting in Hygiene of skirts 
lace ; methods of finishing 
flounce at top 

Making Middy Blouse 
(Commercial Pattern) 
Alteration of pattern Discussion of commercial pat- Art 

Trimming (individual problem) terns History 

Individuality in dress Mathematics 

Proper use of negligee garments Chemistry 

Physics 

Home Economics IV 



Household Art — Second Semester 
Periods, 90 minutes daily 



Technical Work 
Continue comiparison of cotton 

and linen fibers. 
Selection and hemming of table 

linen, etc. 
Mending table linen 



Materials : gingham ; percale, 

lawn ; dimity 
Pattern ; commercial or drafted 
Processes : Proper design for 
simple cotton dress ; intelligent 
interpretation of pattern ; esti- 
mation of material ; shrinkage 
of material ; economical cut- 
ting ; fitting ; finishing seams ; 
simple decoration 



Subject Matter 

Study of linen 

History ; where grown, varieties ; 
flax culture ; flax by-products ; 
finishing of linen ; uses of 
linen yarn ; common linen, 
materials every girl should 
know ; linen by-products ; sim- 
ple tests for determining cot- 
ton and linen 

Value of knowledge of fibers to 
purchaser 

Methods of adulteration 

Need of textile legislation 

Laundering household linens 

Cotton Dress 

Purpose, durability, relative cost, 
good taste 

Design as related to line and 
proportion 

Design as related to beauty, 
utility and health 

Principle of color, line and 
proportion 

Application of principle to design 
of dress 



Correlation 
Geography 
Chemistry 
Art 



COURSE OF STUDY FOR HIGH SCHOOLS 



111 



Technical Work 
Collect samples of embroidery 
Collect and combine fabrics suft- 

able for simple wash dresses 
Make an original design or the 
adaptation of a selected de- 
sign 
Drafting pattern or adapting 
commercial 



Subject Matter 

Suitability of design as related 
to utility, comfort, and time 
spent in laundering 

Selection of material 

Economy, material 

Study of commercial patterns 

Commercial vs. drafted patterns 

Discussions of principles of art 
in color and design as applied 
to needlework ; how to alter 
patterns for individual fig- 
ures ; materials and designs 
suitable for wash dresses ; also 
trimmings ; suitable clothing 
for young children 

Comparison of costumes of other 
periods of history. 



Correlation 



■Wool Dress 

Microscopic, chemical and physi- Study of wool 

cal examination of wool and Importance ; history ; 



where 



silk fabrics 
Note widtli and 



grown ; varieties ; wool cul- 
ture ; marketing ; manufac- 
ture ; dyeing ; finishing woolen 
fabrics ; common woolen and 
worsted materials ; care of 
woolen materials ; storage ; 
simple tests to determine 
adulterations 

Review of principles of color in 
relation to human coloring 
and form 

Suitability of clothing to differ- 
ent occasions 

Selection of. materials 

Dress accessories 

Ornamentation vs. decoration 

Influence of color upon individ- 
uals 

Discussion of textile legislation 

Manufacture of yarns 

Woolen and worsted clothing 



Hygiene of Wool Clothing 



Draft or commercial pattern 

Processes : Taking measure- 
ments ; cutting pattern ; ma- 
terials suitable for wool skirt ; 
estimation of material ; shrink- 
age of material ; economical 
cutting 

Adaption of commercial pattern 

Make cambric pattern of skirt 
and waist 

Kitting and alteration of pat- 
terns 

Selection of material : Basting ; 
fitting ; pressing ; bind seams ; 
placket facing ; fastenings ; 
hang skirt ; finish at waist 
line ; finish at bottom 

Pressing and finishing of skirt 

Fitting ; stitching seams ; press- 
ing ; binding seams ; front fin- 
ishes ; make sleeves ; put in 
sleeves ; finish neck ; finish 
waist line ; put on fastenings 
— may be joined to skirt 

Renovating Wool Dress 

Clean, renovate and press wool Sponging, laundering and press- 
garment as an old skirt ing wool materials 



Woolen materials suitable for 
school dress ; styles suitable 
for school dress ; renovating 
materials to. be made over ; 
estijnation of material ; effici- 
ency in work ; necessity for 
careful pressing in making 
woolen garments ; seam fin- 
ishes suitable for woolen gar- 
ments ; necessitj' for shrink- 
ing woolen material ; simple 
tests to detect adulterations in 
woolen material ; care of 
woolens ; storage of woolens 

How to fit a waist ; importance 
in basting sleeves correctly ; 
finisli of sleeves ; finish of 
arm's eye ; finish of neck and 
waist line ; design suitable for 
school dresses ; care of woolen 
clothes ; appropriateness of ac- 
cessories to dress ; appropri- 
ateness of dress to occasion 



Mathematics 
Art 

Chemistry 
History 



112^ 



COURSE OF STUDY FOR HIGH SCHOOLS 



Home Economics VIII 

Household Art — Third Semester 

(Either Semester of Senior Year) 

Periods, 90 minutes daily 



Millinery^ Six Weeks 



Technical Work 



Spring Work : 

1. Practice hat (wire), learn 

methods of making and 
covering, stitches, etc. 

2. Cover buckram commercial 

frame with braid and 
fabric 

3. Freshening old flowers and 

trimmings — teacher must 
do most of this to get 
. results . 

4. Hat linings can be taken up 

on first problem 

5. Making flowers — r i b b o n, 

piece material 

6. Some work with wire, one- 

half size hat 

7. Trimming a hat — teacher 

must do most of work to 
get results 
(Girls of high school age can- 
not trim but they can 
gain much by seeing it 
done so that teacher can 
trim up some models) 
Fall Work: 

1. Practice hat — buckram, etc. 

2. Cover buckram frame — 

velvet 

3. Freshening old flowers and 

trimmings 

4. Flowers 

5. Some work with wire 
(These practice hats can be 

one-half size and expense 
will be saved. The girl 
would have one hat thq.t 
she could wear and a 
knowledge of several 
that she could make 
afterwards) 



Subject Matter 
Studying hat designs 
Adaptation of hat to wearer 
Color and textile combination 
Various hat foundations and 

their treatment 
Hat trimmings 
Economy in hats : 

Economy and utilization of old 
materials ; development of 
resourcefulness ; study of 
line in relation to face and 
figure ; good taste in hats ; 
color best for different 
types ; comparison with 
ready-trimmed hats ; suit- 
ability of style to age ; 
production of millinery ma- 
terials — responsibility o f 
women in production 
Wliere desirable and practical, 
millinery may be included to 
give further development of 
skill and judgment in selec- 
tion of clothing 
Criticism of prevailing styles 



Correlation 

Art 

History 

Mathematics 

Economics 



Silk Blouse or Lingerie Dress, Ten Weeks 
Silk Blouse 



Microscopic, chemical and physi- 
cal examination of silk fibers 

Test for adulteration 

Collection and test of silk sam- 
ples 

Selection of material 

Selection of design 

Cutting and fitting cambric pat- 
tern 

Fitting, making and finishing 



Study of Silk: Art 

Importance ; history ; where History 
grown ; varieties ; silk cul- Matliematics 
ture ; manufacture ; silk Chemistry 
dyeing 
weighting ; 
materials ; 



fibers 
Blouse designs 
Color combinations 
Decorations 
Economy in cutting 



and finishing ; Physics 
common silk ; 
artificial silk 



COURSE OF STUDY FOR HIGH SCHOOLS 



113 



Lingerie Dress 



Technical Work 

Processes : Same as for cotton 
dress of first year except that 
the design should be more 
original and there should be 
hand work in trimming 

List of clothing for school girl 
for a year : 

1. Articles 

2. Materials 

3. Price 

4. Where to reduce extrava- 

gance 

5. Chart showing articles 

with samples of mater- 
ials and prices 



Subject Matter 

Lingerie materials 

Designs for lingerie 

Lace industry 

Study real and machine made 
lace 

Ribbons and girdles 

Ribbon bow making 

Graduating dress — cost limited 
— white material — lawn, dim- 
ity, organdy 

Thought emphasized : Good 
taste in dress ; suitable ma- 
terials ; design carefully chos- 
en ; costume design a com- 
mendable vocation ; compar- 
ison of home-made with ready- 
made dresses ; study of sweat- 
shop labor ; cultivation of 
right spirit in graduation 
dress ; simple accessories to 
dress ; care of white dresses' 



Correlation 

Art 

Mathematics 



PERSONAii Toilet Articles, Two Weeks. 



Cleaning and care of toilet arti- 
cles, e. g., brushes, combs, etc. 
Manicuring nails 
Testing toilet soap 
Make set of towels and cloth 



Personal hygiene Hygiene 

Care of nails, hair, teeth, face Sanitation 

and body Chemistry 

Study beneficial and harmful 

toilet preparations 
Types of toweling 



114 



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